Fathers of children with autism: perceived roles, responsibilities, and support needs

Abstract

Emphasis on families’ involvement in the education of children with disabilities is evident in the Individuals with Disabilities Education Act (IDEA) and in published best practices. However, most of the research related to families of children with disabilities has focused on mothers’ experiences, involvement, and needs. There is limited information about the experiences and roles of fathers of children with disabilities. In this study, seven fathers of children with autism spectrum disorder were interviewed about their perceived roles, responsibilities, and support needs. The findings and the implications are discussed.

Keywords:

• fathers
• autism
• families’ involvement

Notes on contributors

Hedda Meadan, Ph.D., BCBA-D, Associate Professor of Special Education at the University of Illinois at Urbana-Champaign and a Board Certified Behavior Analyst. Dr Meadan areas of interest include social communication skills and challenging behavior of young children with autism and other developmental disabilities and intervention methods to enhance these spheres of functioning.

Julia B. Stoner, Ed.D., CCC-SLP, Professor Emerita of Special Education at Illinois State University. Dr Stoner is a certified speech and language pathologist and has published numerous articles related to family and professional issues, augmentative and alternative communication, assistive technology, trust and parental advocacy issues, and social–pragmatic communication interventions with young children.

Maureen E. Angell, Ph.D., Professor Emerita of Special Education at Illinois State University, engages in single-case and qualitative research focusing on social-pragmatic communication and literacy skills, dysphagia management, differentiated instruction, systematic instructional strategies, trust and parental advocacy issues, and self-determination in individuals with disabilities.