Parenting experiences of fathers of children with autism spectrum disorder with or without intellectual disability.

BACKGROUND: Fathers of children with autism spectrum disorder (ASD) report more challenges than fathers of typically developing children, which also negatively impacts their psychological well-being. Although not studied to the same extent in fathers of children with ASD, the challenges experienced by fathers of typically developing children have been shown to impact parenting behaviours. Many children with ASD also have intellectual disability (ID), which adds additional parenting stress. The purpose of this qualitative study was to examine perceptions of parenting roles and father-child relationship quality in fathers of children with ASD and ASD/ID. METHODS: Twenty-eight fathers of children with ASD (n = 12) and ASD/ID (n = 16) completed a telephone interview. A phenomenological approach was used by two investigators to analyse the interviews. Both investigators coded the interviews and then discussed the final themes. RESULTS: Five major themes emerged. One theme that emerged was pre-birth expectations, and the remaining themes related to the post-diagnosis period: adjustments, experiences, co-parenting and quality of father-child relationship. Both fathers of a child with ASD and ASD/ID reported on all themes. CONCLUSIONS: Overall, fathers of children with ASD and ASD/ID reported similarly on the themes that emerged. Future research with more diverse samples is needed to continue to understand the fatherhood experience. The findings of this study have implications for the development of parent-focused programmes that are tailored to fathers' unique experiences.

Epilepsy in mainstream and special educational primary school settings.

This population based study compared the prevalence, nature and management of epilepsy between primary school children in mainstream education and those attending a special educational placement (children with special needs). The overall prevalence of epilepsy was 4.3/1000, but was 30 times higher in children with special needs, many of whom also had severe physical disabilities. Seizure types and the proportion of subjects with multiple seizures were similar in mainstream children and those with special needs. Epilepsy syndromes were identified in 74% of children. Although seizures were better controlled in children at mainstream school, 44% of these children did not have well controlled seizures. Children with epilepsy are an educationally vulnerable group and both education and health staff need to be aware of the additional support that many of these children require in all types of primary educational settings.