Asperger Syndrome in the classroom: Perceptions and expectations of parents in the United Arab Emirates.

Abstract\ud The aim of this study is to explore parental perceptions and experiences of current provisions for their children with Asperger syndrome in primary mainstream schools in the United Arab Emirates. The virtual deficiency of research into educational provisions for children with Asperger syndrome in the United Arab Emirates makes this research timely, especially with recent national priorities for inclusive education. This qualitative investigation firstly reviewed the literature pertinent to parental perceptions of provisions for children with Asperger syndrome. It then conducted semi-­‐structured interviews with five parents of children with Asperger syndrome in the United Arabic Emirates. Findings from the “voice” of parents revealed four main themes: confidence and trust, knowledge and understanding, attitudes and stigma and shifting parental expectations. Barriers to inclusion were identified from the themes, such as difficulties in securing schools places,“superficial” communication, “fragmented” provisions, poor teacher training and prevalence of stigma. Recommendations to overcome these barriers were made