INVESTIGATING THE LIVED EXPERIENCE: THE ROLE OF SCHOOLS AND FAMILIES IN THE SOCIAL INTEGRATION OF CHILDREN WITH AUTISM (A QUALITATIVE APPROACH)

Abstract

This qualitative study will be the study of the lives of children with autism through observing the interaction between the families and schools in the social integration of children. The paper represents the parental perception of daily struggles, coping strategies and advancement connected experiences through a comprehensive description of cases of diverse socio-economic and educational status. Findings indicate that early detection of developmental deviations, parental involvement in the form of informed consent and empowering school environment is important in developing socialization and emotional stability. Schools that have well-fitted timetable, individual assistance and integrating classroom conditions also offer children with more opportunities to communicate with others, when families offer stability, advancement and psychological security. Another issue that can be noticed in the paper is lack of support and awareness of the institution may also increase exclusion and caregiver stress. Generally, the paper identifies the significance of social integration of children with autism as a relational and collective process that should ensure cooperation between the family and schools in the long run and the significance of offering inclusive and family-based practice within the school system.