Although research and politicians already equally well realised the importance of strongly involved parents one further step shall be taken in the near future. Therapies aim to be good enough to turn parents from co-therapists into the most reliable teacher for their kids for the rest of their lives.
Table of Contents
Introduction – The Autistic Spectrum Disorder and its Symptoms
Why Are They So Hard to Reach? – Other Possible Diagnoses
Political Interventions – Do They Help to Reach the ‘Hard-to-Reach’?
Practical Methods, “First Aid”, and Therapies
Conclusion – With a New Perspective
Research Objectives and Key Themes
This report examines the complexities surrounding Autistic Spectrum Disorder (ASD) and investigates why families with autistic children are often considered "hard to reach" by social and medical services. The primary goal is to analyze the barriers to effective support, evaluate current UK political interventions, and assess practical methods for improvement to foster a more inclusive societal approach.
- Diagnostic challenges and the confusion with related syndromes.
- Barriers to parental engagement and support service accessibility.
- Evaluation of UK governmental policies and "Green Paper" interventions.
- Evidence-based therapeutic methods and the role of key workers.
- The necessity of shifting from integration to true inclusion.
Excerpt from the Book
Introduction – The Autistic Spectrum Disorder and its Symptoms
A very personal experience led me to the assumption: “Autism can’t be that bad if I can deal with someone who has it without being trained for it.” Obviously, the mental disorder is in fact much more complicated than this which is why current research and UK policies shall be examined in the following report in order to understand why families with an autistic child may be hard to reach. Measures for support shall be looked at and assessed, and eventually a new direction presented.
Although the autistic spectrum disorder (ASD) comes with a near infinite number of symptoms in highly diverse specifications, certain characteristics are commonly defined and known as the triad of impairments (NAS, IFP). Firstly, autistic children have difficulties with social interaction, i.e. decoding conventions for conducting interpersonal relationships or of behaviour in general. They lack empathy which means they apparently make no difference between an inanimate object and a human with feelings. Thus, they have much trouble making early childhood bonds with other toddlers which is by them being perceived as odd behaviour (Lubetsky, Handen & McGonigle, 2011 and Baron-Cohen, 2003). Consequently they cannot verbalise or in any expected way express their needs for e.g. food or warm clothing which then again leads to discomfort for them. Instead, autistic people of all ages can seemingly get lost for hours in studying peculiar facts or details of a particular activity.
Summary of Chapters
Introduction – The Autistic Spectrum Disorder and its Symptoms: This chapter introduces the complexities of ASD and defines the core triad of impairments, highlighting the social and communicative challenges faced by autistic children.
Why Are They So Hard to Reach? – Other Possible Diagnoses: This section explores how related diagnoses like Asperger’s Syndrome and Savant Syndrome, combined with gender-specific societal expectations, create diagnostic confusion and barriers to receiving appropriate care.
Political Interventions – Do They Help to Reach the ‘Hard-to-Reach’?: This chapter evaluates UK government policies, such as the Green Paper and the Sure Start Programme, assessing their efficacy in overcoming situational and institutional barriers to service access.
Practical Methods, “First Aid”, and Therapies: The text discusses various therapeutic approaches and support systems, emphasizing the need for evidence-based practice and the vital role of key workers in daily life.
Conclusion – With a New Perspective: The final chapter summarizes the necessity of creating a self-supporting network for families and calls for a shift toward long-term, community-based care and inclusive societal structures.
Keywords
Autism Spectrum Disorder, ASD, Asperger’s Syndrome, Savant Syndrome, Early Years, Special Educational Needs, SEN, Parental Participation, Inclusion, Political Interventions, Therapeutic Methods, Disability, Social Communication, Mental Health, Key Workers
Frequently Asked Questions
What is the core subject of this report?
The report focuses on the challenges faced by families with children diagnosed with Autistic Spectrum Disorder (ASD), specifically why they are often underserved or "hard to reach" by existing support systems.
What are the primary themes discussed?
The themes include the diagnostic criteria for ASD, the influence of related syndromes, political and educational policy impacts, parental support networks, and practical therapeutic methodologies.
What is the central research question?
The report seeks to answer who is considered hard to reach in this context, why this situation exists, and what current or future approaches could better support these children and their families.
Which scientific or analytical methods are applied?
The author performs an analysis of current research, UK government policies (such as the Green Paper and SEN code of practice), and comparative evaluations of therapeutic models to identify gaps in service delivery.
What does the main body cover?
It covers the clinical and social definition of autism, the complexities of diagnosis, an assessment of political frameworks like the Sure Start Programme, and an overview of behavioral therapies and support mechanisms.
Which keywords best describe this work?
Key terms include Autistic Spectrum Disorder, Inclusion, Parental Participation, SEN, and Political Interventions.
How does the author characterize the role of the father in early childhood development?
Drawing on Bögels & Perotti (2011), the author suggests that a lack of a strong father figure can potentially link to higher levels of social anxiety, as fathers are historically relied upon to teach children how to navigate external social environments.
Why does the author advocate for a shift from "integration" to "inclusion"?
The author argues that while integration merely provides accessible environments, true inclusion uses special provisions to ensure autistic children are treated as integral, valued parts of society rather than just peripheral participants.
- Quote paper
- Cordula Zwanzig (Author), 2013, Autistic Spectrum Disorder. Political Measures and Realisation in Education, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/267840
