Involvement of Quebec mothers in the integration of their ASD child into regular elementary class
Parental involvement is a key factor in promoting the positive development of a child with ASD who is integrated into regular classes. However, no research has been done in Quebec. The objective of this article is to identify different forms of involvement adopted by mothers in the context of integrating their child with ASD into regular elementary classes. After interviewing eighteen mothers, we made a qualitative thematic analysis as proposed by Braun and Clark (2006). The results showed seven forms of maternal involvement: (a) the preparation of the child entering school, (b) research and knowledge transfer, (c) the participation of the individual education plan (d) the negotiation and claim services necessary for the child, (e) the continuity of learning at home, (f) the investment of time and money and (g) following the child to school. These results demonstrate that maternal involvement in school integration of children with ASD can take many forms with many of these forms not being researched.