| The purpose of this dissertation study has been to explore the experiences of multiple incidence Autism families and of school administrators who have worked with these types of families in the public schools. Phenomenological methodology was applied with the family study, while a structured, open-ended interview approach was used for administrative interviews.;Four families participated in the study, sharing rich descriptions of their memories and current experiences with familial and educational situations. Interview data resulted in individual and composite textural and structural descriptions, culminating in the essence of the experience. Common themes or topics from family interviews included narratives that addressed: early signs of children's behaviors, the evaluation and diagnostic process, early interventions, the impact on family and relationships, school experiences, perspectives of school administration, stressor identification and coping strategies, and outcomes and celebrations.;Educational themes that emerged from parental interviews were used to compose administrator interview questions. These interviews were structured in such a manner that encouraged administrators to share additional educationally related experiences and perspectives. Four administrators participated in the study, bringing experiences from the elementary, middle, high school and central office arenas. Insights on administrators' backgrounds and experiences with students with Autism and their families, characteristics and observations of parents, creating an environment of acceptance, leadership for special education, and administrative preparation were provided. Data are related to existing literature, from an educational standpoint, and implications for practice and further studies are provided. The study contributes to the limited body of literature on multiple incidence Autism families and administrative perspectives. Listening to the voices and stories of parents, along with an examination of current educational practices, suggests changes for leadership theory and practice. Revisions to leadership standards and evaluations are also reviewed and related to needed changes for special education leadership at the school and district levels. |
