Open AccessParents’ Perspectives on the Transition from Early Intensive Behavioural Intervention to School: Barriers, Facilitators, and Experience of Partnership
Author(s) -
Mélina Rivard,
Charlotte Magnan,
Céline Chatenoud,
Marie Millau,
Catalina Mejia-Cardenas,
Mélina Boulé
Publication year - 2020
Publication title -
exceptionality education international
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.226
H-Index - 8
ISSN - 1918-5227
DOI - 10.5206/eei.v30i3.13380
Subject(s) - general partnership , dyad , openness to experience , intervention (counseling) , psychology , qualitative research , grounded theory , autism , developmental psychology , special education , pedagogy , nursing , medical education , medicine , social psychology , sociology , psychiatry , social science , finance , economics
For families of children with autism spectrum disorder (ASD), the transition to school (i.e., beginning of kindergarten) often means the end of specialized early intervention services and several changes in types of support. These changes can be especially problematic for families from immigrant backgrounds, who are more likely to experience challenges navigating the health and education systems. The overall goal of this study was to document parents’ perspectives on the transition from early intensive behavioural intervention (EIBI) services to school. Qualitative semi-structured interviews based on the grounded theory framework were conducted with 18 families (29 parents) from different cultural backgrounds living in Québec (Canada). Results on the facilitators and barriers encountered during the transition and on partnerships (i.e., the parent–school team dyad, EIBI team–school team dyad) highlight the importance of improving continuity between services, of preparing children and parents for the transition, and of strengthening the professional relationship and the school’s culture of openness.