Browsing by Subject "tuen toteutuminen"

The purpose of the study is to find out how guardians of children with autism spectrum experience the implementation of support in early childhood education. In the past few years, the diagnosis of autism spectrum has become more common in children of early childhood age, so the number of children diagnosed has increased in early childhood education. Children have been placed in different kindergarten groups, taking into account support needs, but the educating community with know-how may be absent from the groups. In this case, the child’s personally directed support also suffers. In the past, the views of early childhood educators on the rehabilitation of children with autism spectrum disorder in early childhood education have been studied more, but the guardians’ thoughts on the implementation of support and early childhood education are few. The aim of the study is to find out whether the child’s personal support needs have been taken into account in the group and whether the child receives enough support in the opinion of the guardians. The study was conducted through individual interviews by remotely interviewing guardians of children with autism spectrum in early childhood education. The research was carried out using qualitative methods and the research material was analyzed on the basis of data by means of content analysis. The theoretical background of the study is based on the forms and arrangements of support for early childhood education, research data on the autism spectrum, laws, regulations and policies related to the early childhood education of children with autism spectrum and early childhood education in general. The results of the study on the experiences of guardians of autism spectrum children about the support received by the child in early childhood education or pre-school education were expressed by the guardians'views on gaps in support, reinforcing factors in support and guardians' wishes for good and adequate support. The guardians felt that the input of certain employees, the close co-operation between the kindergarten educators and the family, and the consideration of individual support needs were positive things. The guardians felt that the lack of information, insufficient resources and a lack of knowledge about the children were negative things in support. In addition, the guardians described that not enough children's special means of communication were used. In particular, carers wanted more resources, stronger staff training and the necessary support services to support early childhood education.