This master's thesis examines early intervention for families of children with autism spectrum disorder (ASD) in Slovenia and Israel. The theoretical framework presents ASD and the characteristics of children with ASD. The concept of early intervention, its components, and its importance are defined. Particular attention was given to the involvement and support of parents and to the organization of early intervention for children with ASD in Slovenia and Israel.
The empirical part presents results using a qualitative research approach, a descriptive method of educational research, and a comparative analysis method. Publicly available documents, professional materials, and online presentations of providers of selected early intervention programs for children with ASD in Slovenia and Israel were analysed. Using deductive coding, the programs were examined according to predetermined codes and subsequently compared based on selected criteria, including the involvement of parents and siblings, the professional profiles of service providers, eligibility requirements and funding mechanisms, the age of the children, and program duration. The comparison included selected programs within three networks: healthcare, education, and non-governmental organizations.
The results show that early intervention programs for children with ASD are available within all three of the networks examined in both countries; however, differences can be observed in their organization and integration within the respective systems. The programs reviewed involve professionals from various disciplines, with multidisciplinary approaches being present in both countries. Children can access various forms of monitoring and support from an early age. The programs differ in terms of eligibility requirements, funding, the age range of children served, and program duration. In both countries, healthcare services are funded through compulsory health insurance, while different funding mechanisms are used for programs within education and for programs provided by non-governmental organizations. An important finding of the master's thesis is the more extensive involvement of parents compared with siblings. In the programs reviewed, parents are involved through various forms of counselling, provision of information, support planning, education, and therapeutic work, whereas the involvement of siblings was identified primarily in individual programs intended for the whole family.
The findings indicate that the involvement of parents varies across the programs reviewed, whereas systematic involvement and support for siblings are considerably less prevalent in the selected programs in both countries. The results therefore highlight opportunities for further development of family-centred approaches to early intervention that would more systematically include and support other family members.
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