Samarbete mellan pedagoger och föräldrar kring barn med autism : En intervjustudie om pedagogers och föräldrars uppfattningar och erfarenheter kring samarbetet med barn med autism i förskolan

Sammanfattning: The purpose of the study is to investigate how teachers and parents collaborate regarding children with autism in preschool. The questions that are asked are, what collaboration means for both parties, what factors the parent and the teacher believe ease and obstacles the collaboration as well as which approach both parties have when it comes to children with autism. The hermeneutic research approach forms the bases for the research where we have used a qualitative method in the form of semi-structured interviews. The selection of the study consists of four preschool teachers and three parents from three different preschools in medium-sized municipalities in the Stockholm area. The theoretical frame of reference of the study is based on the ecological systems theory and the interactionist perspective. The results of the study demonstrate three important aspects. The first shows that an open communication between the teacher and parent is very important in the collaboration. The communication must build on a continuous, daily contact for the mutual exchange of information, through the verbal and written means that the parties use, to work. The other aspect shows that teachers need to have knowledge and be competent in terms of children with autism. It is important in the collaboration so that teachers are able to cater to the child's special needs and background. The knowledge becomes a support as to how they can work with and relate to the child, the teachers become more confident in their roles when they have the right knowledge to lean on. The third aspect shows that the parties' equal involvement and the parents participation is of big importance in the collaboration. The parents need to be updated regarding the child's weekday, development as well as around the preschool activities. The parents get an insight into the activities and they can also follow the child in their development.