Quality of educational support for children with autism spectrum disorder in Bosnia and Herzegovina-Perception of parents and professionals
Keywords:
Autism spectrum disorder, Quality of educational support, Parents and teachers perceptions, Bosnia and HerzegovinaAbstract
Children with autism spectrum disorder (ASD) attend regular education schools and special education schools in Bosnia and Herzegovina. Regardless of the setting, it is important to provide early, high quality, programs to children with ASD. High quality educational support must encompass evidence-based programs for these children. The goal of the present study was to assess parents and special education teachers’ (SET) perceptions about the quality of educational supports for students with ASD in Canton Sarajevo, Bosnia and Herzegovina. The sample for this study comprised 150 parents and 52 SET. We asked parents and SET about their opinions on the quality of educational support for children with ASD. The results of this study showed different perceptions that SET and parents have about the educational supports for children with ASD. High-quality, evidence-based supports and services need to become a common-place for children with autism in various educational settings. Parents need to be trained as co-therapists and work together with SET in improving the educational outcomes of children with ASD.
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References
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Mujkanovic, E., Memisevic, H., Mujkanovic, E., Zecic, S., & Biscevic, I. (2016). Mothers' satisfaction with treatment opportunities for their children with autism spectrum disorder in Bosnia and Herzegovina. Materia socio-medica, 28(4), 288- 291. Newschaffer, C. J., Falb, M. D., & Gurney, J. G. (2005). National autism prevalence trends from United States special education data. Pediatrics, 115(3), e277-e282. Rivard, M., Terroux, A., Parent-Boursier, C., & Mercier, C. (2014). Determinants of stress in parents of children with autism spectrum disorders. Journal of autism and developmental disorders, 44(7), 1609-1620. Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child & Adolescent Psychology, 37(1), 8-38. Short, A. B. (1984). Short‐term treatment outcome using parents as co‐therapists for their own autistic children. Journal of Child Psychology and Psychiatry, 25(3), 443-458. Sugita, T. (2016). Current Trends in Psychological and Educational Approaches for Training and Teaching Students with Autism in California. International Electronic Journal of Elementary Education, 9(2), 307-316.
Benson, P., Karlof, K. L., & Siperstein, G. N. (2008). Maternal involvement in the education of young children with autism spectrum disorders. Autism, 12(1), 47-63. Bitterman, A., Daley, T. C., Misra, S., Carlson, E., & Markowitz, J. (2008). A national sample of preschoolers with autism spectrum disorders: Special education services and parent satisfaction. Journal of autism and developmental disorders, 38(8), 1509-1517. Boyd, B. A. (2002). Examining the relationship between stress and lack of social support in mothers of children with autism. Focus on Autism and Other Developmental Disabilities, 17(4), 208-215. Bromley, J., Hare, D. J., Davison, K., & Emerson, E. (2004). Mothers supporting children with autistic spectrum disorders: Social support, mental health status and satisfaction with services. Autism, 8(4), 409-423. Christensen, D. L. (2016). Prevalence and characteristics of autism spectrum disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 sites, United States, 2012. MMWR. Surveillance Summaries, 65. Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic medicine, 38(5), 300-314. Davis, N. O., & Carter, A. S. (2008). Parenting stress in mothers and fathers of toddlers with autism spectrum disorders: Associations with child characteristics. Journal of autism and developmental disorders, 38(7), 1278-1291. Dawson, G. (2013). Dramatic increase in autism prevalence parallels explosion of research into its biology and causes. JAMA psychiatry, 70(1), 9-10. Dizdarevic, A., Mujezinovic, A., & Memisevic, H. (2017). Comparison of teachers' attitudes towards inclusive education in Bosnia and Herzegovina and European Union. Journal of Special Education and Rehabilitation, 18(1-2), 92-108. Goodwin, M. S. (2008). Enhancing and accelerating the pace of autism research and treatment: The promise of developing innovative technology.Focus on autism and other developmental disabilities, 23(2), 125-128. Ingersoll, B., & Dvortcsak, A. (2006). Including parent training in the early childhood special education curriculum for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 8(2), 79-87. Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on autism and other developmental disabilities, 18(3), 150-165. Keen, D., Couzens, D., Muspratt, S., & Rodger, S. (2010). The effects of a parent-focused intervention for children with a recent diagnosis of autism spectrum disorder on parenting stress and competence. Research in Autism Spectrum Disorders, 4(2), 229-241. Loiacono, V., & Allen, B. (2008). Are Special Education Teachers Prepared to Teach the Increasing Number of Students Diagnosed with Autism? International Journal of Special Education, 23(2), 120-127. Matson, M. L., Mahan, S., & Matson, J. L. (2009). Parent training: A review of methods for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 3(4), 868-875. Memisevic, H., & Hodzic, S. (2011). Teachers’ attitudes towards inclusion of students with intellectual disability in Bosnia and Herzegovina. International Journal of Inclusive Education, 15(7), 699-710. Miller, V. A., Schreck, K. A., Mulick, J. A., & Butter, E. (2012). Factors related to parents’ choices of treatments for their children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(1), 87-95.
Mujkanovic, E., Memisevic, H., Mujkanovic, E., Zecic, S., & Biscevic, I. (2016). Mothers' satisfaction with treatment opportunities for their children with autism spectrum disorder in Bosnia and Herzegovina. Materia socio-medica, 28(4), 288- 291. Newschaffer, C. J., Falb, M. D., & Gurney, J. G. (2005). National autism prevalence trends from United States special education data. Pediatrics, 115(3), e277-e282. Rivard, M., Terroux, A., Parent-Boursier, C., & Mercier, C. (2014). Determinants of stress in parents of children with autism spectrum disorders. Journal of autism and developmental disorders, 44(7), 1609-1620. Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child & Adolescent Psychology, 37(1), 8-38. Short, A. B. (1984). Short‐term treatment outcome using parents as co‐therapists for their own autistic children. Journal of Child Psychology and Psychiatry, 25(3), 443-458. Sugita, T. (2016). Current Trends in Psychological and Educational Approaches for Training and Teaching Students with Autism in California. International Electronic Journal of Elementary Education, 9(2), 307-316.
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Published
2017-08-26
How to Cite
Mujkanovic, E., Mujkanovic, E., Pasalic, A., & Memisevic, H. (2017). Quality of educational support for children with autism spectrum disorder in Bosnia and Herzegovina-Perception of parents and professionals. International Electronic Journal of Elementary Education, 9(4), 829–836. Retrieved from https://iejee.com/index.php/IEJEE/article/view/287
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