The Importance of Communication and Family Participation in the Education of Children with ASD: Implications for Family Quality of Life.
DOI:
https://doi.org/10.5281/zenodo.15923164Keywords:
Family involvement, autism spectrum disorder, family quality of life, inclusive education, Special educational needsAbstract
Introduction. This study examines the influence of educational settings and family involvement on the quality of life of families with children aged 0 to 6 years diagnosed with Autism Spectrum Disorder (ASD). Method. A total of 101 families participated, with children enrolled in special education, ASD-specific classrooms, or mainstream education with support. An ad hoc questionnaire was used to collect sociodemographic data, information about communication and family participation in the school, along with the Family Quality of Life Scale. Data were analyzed using Spearman’s correlation and the Kruskal-Wallis test and multiple linear regression. Results. Results revealed a significant positive correlation between family participation and communication with the school (Rho = .41, p < .001), as well as between family participation and family quality of life (Rho = .22, p < .05). Regression analysis revealed that both participation and communication were significant predictors of family quality of life (p < .001), whereas educational placement showed no significant effects. The findings highlight the importance of family involvement in the educational context of children with ASD, showing that greater participation is associated with improved perceptions of family quality of life. Promoting family-school collaboration is essential to support family well-being.
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