The birth of a child with special needs often represents an unexpected and emotionally demanding life transition for parents. Autism Spectrum Disorder (ASD) is one of the diagnoses frequently associated with uncertainty, fear, and a lack of information. Following the diagnosis, parents are confronted with numerous questions regarding their child’s functioning, appropriate intervention approaches, available support services, their rights, and the next steps in the support process. In such circumstances, professional support plays a crucial role, serving as a reliable source of information and guidance for families. Therefore, this master's thesis examines the extent to which parents of children with ASD in Slovenia receive adequate informational and professional support, as well as how they perceive its quality and accessibility. The theoretical part of the thesis presents early intervention for children with ASD and highlights the importance of timely and high-quality professional support. A well-designed early intervention program supports the child’s overall development and well-being, facilitates participation in the broader social environment, and promotes independence (de Atención Temprana, 2012, as cited in Jemes-Campaña et al., 2021). Timely and high quality early intervention also has a significant long-term impact on the quality of life of both the child and their family. Furthermore, the thesis outlines the legislative framework in Slovenia, which guarantees parents the right to information and participation in early intervention procedures and defines professionals’ responsibilities regarding the provision of information. Particular attention is given to the types of information parents need most following an ASD diagnosis, the sources from which they obtain this information, and the impact that access to high-quality information has on family life. The theoretical framework indicates that parents often seek a substantial portion of information outside professional institutions, primarily through the internet or other parents, raising concerns regarding the reliability of such sources. The empirical part of the study is based on qualitative research conducted through semi structured interviews with ten mothers of preschool children diagnosed with ASD. The findings reveal that only a small proportion of participants were satisfied with the information and communication they received from professionals. Most mothers reported feeling unsupported and left to navigate the situation on their own at certain points, leading them to seek answers elsewhere. This experience often resulted in feelings of distress, overwhelm, confusion, and self-doubt. The most common sources of information were the internet and other parents of children with ASD. Participants also highlighted the prevalence of false or unverified information, which further contributed to feelings of uncertainty for some mothers. Although informal sources of information were generally perceived as valuable, the findings suggest that mothers approached such sources with considerable caution. At the conclusion of the interviews, participants provided suggestions for improving information provision and support within the early intervention system. This research was undertaken because it is essential to understand the extent to which parents of children with ASD are satisfied with the professional support they receive within early intervention services. Such insights are necessary for developing more effective approaches to informing and supporting families. Furthermore, it is important to gain a deeper understanding of where and how parents of children with ASD most frequently seek information and which forms of support they utilize. Improving these aspects could help reduce parental stress, increase feelings of empowerment, support more informed decision-making regarding intervention options, strengthen collaboration between parents and professionals within the early intervention process, and ultimately contribute to better developmental outcomes for children.
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