Date of Award
Master of Education (MEd)
In recent years the number of children diagnosed with Autism Spectrum Disorders (ASD) has skyrocketed. In New York City this influx of children needing special services and special education has coincided with changing special education priorities and a major overhaul of the public school system. Added to this has been a lack of knowledge or agreement about the most effective interventions and teaching approaches for children with these disorders.
Six parents, each with a child aged five to nine-years-old with an ASD diagnosis, were interviewed and asked to describe their experiences with Early Intervention, and with CPSE and CSE interactions, services and placements.
The interviews were audio-recorded and transcribed. Although five out of six of the parents in this study indicated that they were relatively pleased with their child's current educational placement, each described years of challenge, stress, financial burden, and frustration trying to obtain an "individualized" and "appropriate" education for his or her child. Based on their unique experiences these parents offered advice to new families just entering the EI, CPSE and CSE systems, and suggested steps the Department of Education could take to improve the process of educating children with Autistic Spectrum Disorders, and working with their families.
Jensen, S. (2003). Parent Voices : A Study of the Early Intervention, CPSE and CSE Experiences and Perceptions of Parents of Children With Autism Spectrum Disorders. New York : Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/301