Sinclair, Anne (2024) Diagnostic and Educational Services for Children with Autism Spectrum Disorder in Ireland: A Literature Review. Master thesis, Psychology.
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A thesis is an aptitude test for students. The approval of the thesis is proof that the student has sufficient research and reporting skills to graduate but does not guarantee the quality of the research and the results of the research as such, and the thesis is therefore not necessarily suitable to be used as an academic source to refer to. If you would like to know more about the research discussed in this thesis and any publications based on it, to which you could refer, please contact the supervisor mentioned.
Abstract
This thesis conducts a literature review on diagnostic and educational services for children with autism spectrum disorder (ASD) in Ireland. As both diagnostic and educational services are influential for the development of children with ASD, a comprehensive review of these services is needed. This will help families of children with ASD to locate appropriate services, as well as inform researchers and practitioners on potential problems and areas in need of improvement. The PRISMA method was used to search for and select relevant articles. Out of the initially identified articles (n= 1955), the application of inclusion and exclusion criteria led to the selection of multiple articles (n= 27) and reports (n= 4) to include in the literature review. The results showed that diagnostic tools like DSM-5 or ICD-10, and Irish best practice guidelines are the most frequently implemented to ensure effective diagnosis of children with ASD. However, the diagnostic process remains challenging due to insufficient information, long waiting lists, professional insensitivity, misdiagnoses, and inadequate post-diagnostic support, all of which hinder early diagnosis of children with ASD and reduce overall satisfaction with services. In terms of education, although inclusive practices are encouraged in Ireland, insufficient funding results in resource shortages that limit teachers' capacity to effectively support children with ASD. Additionally, teachers highlight the need for more training and continuous professional development to better facilitate the inclusion of children with ASD. It is recommended to increase funding and training for healthcare professionals, and to increase audits in diagnostic services. For educational services, and increase in governmental funding is advised, providing more resources and teacher training such as the ‘Teach me as I am’ programme.
| Item Type: | Thesis (Master) |
|---|---|
| Supervisor name: | Purnama Sari, N. |
| Degree programme: | Psychology |
| Differentiation route: | Clinical Neuropsychology (CN) [Master Psychology] |
| Date Deposited: | 26 Sep 2024 08:54 |
| Last Modified: | 26 Sep 2024 08:54 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4393 |
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