Exploring the contextual factors affecting parental involvement in the education of children with autism spectrum disorder at the Caleb Center of Children with autism, in Kabwe District

Abstract

This study examined the contextual factors influencing parental involvement in the education of children with Autism Spectrum Disorder (ASD), focusing on the Caleb Centre for Children with Autism Spectrum Disorder in Kabwe District, Zambia. The study targeted parents of children with ASD and teachers at the Caleb Centre. A qualitative case study design was adopted, and participants were selected using purposive sampling. The study involved 29 participants, comprising 24 parents and five teachers who served as key informants. Data were collected through semi-structured interviews and focus group discussions (FGDs) and analysed thematically. The study was guided by Bronfenbrenner’s Ecological Systems Theory and Epstein’s Framework of Parental Involvement. The study embraced a qualitative case study design and utilized semi-structured interviews, Focus Group Discussion (FGD) as well as thematic analysis. The study established that parental involvement was shaped by economic constraints, time pressures, cultural beliefs which appeared to manifest in form of stigma, emotional burden and caregivers stress, family support and institutional factors. These findings were communicated by parents and guardians who were in large part women (67% women and 33% male). When the study ventured to establish barriers, it was found that poverty, unstable employment for most parents who came from poor neighbourhoods like Makululu, rigid meeting schedule, limited ASD training, inadequate institutional resources at The Caleb Centre and community, all contributed to limiting parental involvement. In totality, the study concluded that Parental involvement in ASD education is multifaceted and governed by the prevailing context of different settings. It requires collaboration among families, schools, communities, and policymakers. All in all, promoting flexible parental engagement, build capacity and awareness within the community, enhance ASD parent training and psychosocial support, improving institutional capacity, enhancing community awareness, and implement ASD-specific education policies will all go a long way in improving the delivery of education to this vulnerable demography.