Abstract:

This study investigates the individual strategies parents use during the homeschooling process with their children with Autism Spectrum Disorder (ASD) during the COVID-19 period. Purposive sampling method was used to determine the participants of the study, which was carried out using a qualitative research approach and phenomenology design, and ten parents of children with ASD were interviewed. Research data was collected through semi-structured interview forms. Data was analyzed using the content analysis method. In this context, parents shared their experiences on how they continued their education life at home with the cooperation of their children with ASD, family members, peer parents and experts during the coronavirus pandemic. According to the research findings, the complementary and complementary roles of parents and other family members in the home education processes of children with ASD facilitated the transition of these children to routine activities from school to home. Parents of children with ASD stated that their children have improved in their preparation for new social life skills, health and safety measures brought by the COVID-19 period. However, it is seen that being away from formal education causes diversity in the lifestyle and social behavior of children with ASD, brings with it innovations in self-care and instructional adaptations, movement restriction has an impact on psychological processes, and causes institutions to be inadequate in providing educational services. Therefore, policies should be developed to continue the educational support of children with ASD and good examples should be disseminated.

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