Challenges Faced by Parents of Children with Autism Spectrum Disorder (ASD) in the Process of School Inclusion in Ramallah, Palestine

Abstract

Children with Autism Spectrum Disorder (ASD) in Ramallah experience limited access to specialized educational and rehabilitation services. Despite efforts by educational institutions and community organizations, there remains a significant need for comprehensive support systems that address the educational, social, economic, and psychological needs of children with ASD and their families. This study aimed to identify the challenges faced by parents of children with ASD during the process of educational inclusion in public schools in Ramallah, Palestine.

The study adopted a descriptive-analytical approach using a structured questionnaire developed by the researchers based on relevant literature. The instrument consisted of demographic information and four dimensions of challenges: social, educational, economic, and psychological/emotional challenges. The questionnaire was validated by specialists in special education and educational psychology. Reliability analysis showed a high Cronbach’s Alpha coefficient (0.972).

The sample consisted of 70 parents of children with ASD enrolled in grades one to three in public schools in Ramallah. Results revealed that educational challenges ranked first, followed by economic, social, and psychological/emotional challenges. Parents reported lack of awareness in schools regarding ASD, insufficient teacher training, absence of individualized educational plans, financial burden related to therapy and educational services, and difficulties related to social stigma and emotional stress.

The study recommends improving teacher training, strengthening inclusive education policies, increasing financial and psychological support for families, and enhancing collaboration between schools and parents to support successful inclusion