TY - JOUR
T1 - 'I can't say that anything has changed': Parents of autistic young people (16-25 years) discuss the impact of the Children and Families Act in England and Wales
AU - Crane, Laura
AU - Davies, Jade
AU - Fritz, Anne
AU - Portman, Kerrie
AU - O'Brien, Sarah
AU - Worsley, Alison
AU - Remington, Anna
N1 - Funding Information:
Little is known about parental views and experiences of the educational support provided to autistic young people during a particularly critical time in their lives: the transition to adulthood (16 to 25 years). During this time, parents take on the dual roles of coordinator (e.g., arranging meetings with relevant organizations; planning and securing post-school options; applying for financial support; researching necessary supports and services) and life-supporter (e.g., ensuring the young person is occupied; organizing leisure activities; taking responsibility for domestic tasks; supporting financial management) (). While parents welcome the opportunity to play a key role in their children’s lives, these roles can take a huge emotional toll, impacting parents’ mental and physical health (). Parents also lament how this situation often arises from a lack of support from statutory services (; ).
Publisher Copyright:
Copyright © 2023 Crane, Davies, Fritz, Portman, O’Brien, Worsley and Remington.
PY - 2023/8/14
Y1 - 2023/8/14
N2 - Introduction: In 2014, changes to special educational needs and disability (SEND) legislation were introduced in England and Wales. These reforms aimed for young people and their families to receive the help and support they need, have a say regarding their support needs, and achieve better outcomes. Methods: We examine the views of parents of autistic young people (16–25 years) regarding the impact of the reforms, several years after their introduction. In total, 115 parents of autistic young people (16–25 years) in England and Wales took part in our research: 84 completed an online survey, one took part in an interview, and 30 participated in both the survey and interview. Quantitative data, collected via the online survey, were analyzed descriptively. Qualitative data, collected via the survey and interview, were analyzed using inductive thematic analysis. Results: Parents overwhelmingly reported that their experiences had not improved since the introduction of the SEND reforms. This experience impacted their own, and their children’s, wellbeing. Parents felt that the reforms were simply delaying the inevitable, and there was still limited support for them or their children as they transitioned to adulthood. Discussion: Despite promises of a radically different system, and the potential of these reforms, parents reported that little had changed for them or their children since the introduction of the Children and Families Act.
AB - Introduction: In 2014, changes to special educational needs and disability (SEND) legislation were introduced in England and Wales. These reforms aimed for young people and their families to receive the help and support they need, have a say regarding their support needs, and achieve better outcomes. Methods: We examine the views of parents of autistic young people (16–25 years) regarding the impact of the reforms, several years after their introduction. In total, 115 parents of autistic young people (16–25 years) in England and Wales took part in our research: 84 completed an online survey, one took part in an interview, and 30 participated in both the survey and interview. Quantitative data, collected via the online survey, were analyzed descriptively. Qualitative data, collected via the survey and interview, were analyzed using inductive thematic analysis. Results: Parents overwhelmingly reported that their experiences had not improved since the introduction of the SEND reforms. This experience impacted their own, and their children’s, wellbeing. Parents felt that the reforms were simply delaying the inevitable, and there was still limited support for them or their children as they transitioned to adulthood. Discussion: Despite promises of a radically different system, and the potential of these reforms, parents reported that little had changed for them or their children since the introduction of the Children and Families Act.
UR - http://www.scopus.com/inward/record.url?scp=85169306637&partnerID=8YFLogxK
U2 - 10.3389/feduc.2023.1250018
DO - 10.3389/feduc.2023.1250018
M3 - Article
SN - 2504-284X
VL - 8
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 1250018
ER -