Going beyond academics: Individualised education plan priorities of parents of autistic children in Ireland

Abstract As the numbers of autistic children attending school in Ireland increases, there is a growing reliance on specialised provision. Individual Education Plans (IEPs) are considered fundamental to this type of educational provision. However, emerging evidence from the Irish context reveals substantial shortcomings in the IEP process. Of particular note is the necessity for significant improvements around aligning educational goals with the actual strengths and needs of autistic children. Therefore, situated within the context of increasing autism class provision and the importance of parental input in the IEP goal‐setting process, our co‐produced research set out to survey the educational priorities of parents of autistic children in Ireland. In total, 48 parents completed the survey. Findings supported a curricular approach whereby functional skills, social inclusion and self‐determination are integrated with academic priorities. Strong parental opposition to goals such as improving eye contact and reducing stimming behaviours was also evident. Therefore, among this cohort of parents, there was a definite shift away from educational planning that focuses on remedying deficits and a movement towards a process that embraces individuality and autistic well‐being. These findings are discussed in the context of providing guidance for teachers, who are supporting autistic students, and the role that Initial Teacher Education and Continuous Professional Development can play in this process.