Activating the resources of families raising children with autism spectrum disorders

Introduction. Modern family resources in terms of supporting children with autism spectrum disorders are increasingly becoming a subject of discourse at the level of interdepartmental and intersectoral cooperation. At the same time, a large-scale investigation of parental expertise and inclusiveness as basic family resources is required. Metaprofessional qualities of parents’ personality, being a backbone characteristic, are considered as a component of their expertise and inclusiveness. The aim of the article is the analysis of deficiencies and potentialities of families raising children with autism spectrum disorders in terms of personal metaprofessional competence. Materials and methods. The study covered 160 families raising children with autism spectrum disorders and 164 assisting experts. The diagnostic material was grounded on the basic data obtained through the results of parents’ completion of a special document “Personal Card” and following the survey of families and specialists entrusted with upbringing, education, psychological and pedagogical support of children with autism spectrum disorders (the section for assessing the educative competencies group in the structure of the author’s questionnaires: “Self-assessment of parental inclusiveness” and “Expert assessment of inclusive potential”). The significance of the obtained results was evaluated through the analysis of contingency tables based on Pearson’s chi-squared test. Results. The quantitative/qualitative characterisation of resources of families raising children with autism spectrum disorders was derived, demonstrating parental expertise and inclusiveness. The relationship between the category of children and the level of education was established, which level is higher in parents bringing up children with autism spectrum disorders (χ2 = 14.655; p=0.006); in addition, significant differences in professional employment of parents bringing up children with autism spectrum disorders, mental retardation and visual impairment were established. Some differences in the extent of satisfaction with the quality and nature of assistance received by the parents were identified (χ2 = 8.433; p<0.05). The parents of children with autism spectrum disorders, unlike control groups, preferred private educational centres as the main sources of help, support and assistance. The survey established a pronounced deficit of active and effective participation of the second parent, grandparents and people from the immediate environment in the upbringing of a child (more than 26% of the respondents). The shortcomings in the mastery of special methods and techniques of interaction with a child with autism spectrum disorders were highlighted, as well as the lack of a unified, effective and sustainable system of stimulating and encouraging a child within the family. Conclusion. The obtained results are significant for further comprehensive elaboration and comprehension of the inclusive potential of families raising children with autism spectrum disorders. The most important guideline is the adoption of metaprofessional solutions designed to significantly complement the existing applied methods within the framework of realising the strategy for comprehensive support of persons with autism spectrum disorders, their parents and the immediate environment.