Recognising Fathers with Autistic Children: Exploring Their Expectations of School


  • Hazlina Abdullah, Nursyuhada’ Ab. Wahab, Myra Aidrin Mohd Ali, Zarina Ashikin Zakaria, Rahimah Saimin, Dini Farhana Baharudin, Norhana Abdullah


  • Although mothers are more commonly in control of their autism spectrum disorder (ASD) children, fathers are becoming more involved in the care of ASD child too. In thisarticle, the authorspresent the fathers’expectations toward the school by describingthe stories ofthreefathers of children with ASD who participated in this case study. In-depth face-to-face semi-structured interviews wereconducted,highlighting their expectations of schools,given that they have children with learning disabilities. Thematic analysis has enabled the authors to identify, analyse and narrate on recurring themes that emerged from the qualitative interview data. Analyses of the interviews have indicated the emergence of seven main themes. Most ofthe fathersoptimistically hope for: (1) enriched teacher training programmes, (2) practical teaching strategies, (3) ASD-friendly atmosphere and amenities, (4) trustworthy shadow aides, (5) enhanced parent-teacher communication, (6) reliable system and (7) reviewed policy. Thus, it could be deduced that the participants have a variety of expectations for schools in providing education and support for their ASD children.