Parents' perspectives on flexischooling their autistic children

Lawrence, C. (2018) Parents' perspectives on flexischooling their autistic children. The Home School Researcher, 34 (1). ISSN 1054-8033

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The aim of this study was to explore the perceived advantages identified by parents who flexischool their autistic children. ‘Flexischooling’ is a term first used by Roland Meighan (1988) to describe ‘[the] notion of a part-time arrangement whereby school and family share responsibility in an agreed contract and partnership’. In this study it is used to describe an arrangement where autistic pupils undertake part of their full-time education at school, and part at home. In line with the National Autistic Society recommendations and research into the preferences of the autistic community (Kenny et al., 2016), ‘autistic person’ is used in preference to ‘person with autism’ in this article. The research reported on five case studies of parents – all mothers – who have withdrawn their autistic child from school to homeschool for some of that child’s education, but who keep their children on school roll and continue to pursue active involvement for their children with school. Their motives were explored as to why they did not wish either full time at-school education or fulltime at-home education for their children. Semi-structured interviews were used to examines the mothers’ motivation. Results suggested that the mothers are responding to perceived challenges which face their individual autistic children in school. They are responding to a perceived value which they still feel exists for their children at school, and they are responding to perceived advantages of homeschooling and their involvement in their autistic children’s education. Implications for the education of children with autism are discussed.

Item Type: Article
Divisions: School of Teacher Development
Depositing User: Dr Clare Lawrence
Date Deposited: 11 Sep 2018 08:15
Last Modified: 18 Dec 2020 11:31

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