Summary:
Introduction: Several scientific papers report that the transition stages are the most important areas of stress and questioning for parents with a child with a disability. Negative consequences, such as parental burnout, mental or physical health problems, may occur. Objective: To document parental perspectives and identify their perceived needs during periods of transition of their child with autism spectrum disorders (ASD) (announcement of diagnosis, entry into daycare, beginning of schooling). Method: Semi-structured interviews were conducted with six parents of children with ASD. A thematic content analysis is proposed to identify the needs and describe the representations
of parents during these transitions in early childhood. Results: The participants' statements indicate that their occupational engagement is impaired by a less inclusive environment. Public places, educational services and school settings are often perceived as not very inclusive. Professional attitudes and roles, as well as those
of the general public, are sometimes seen as barriers. The parents interviewed felt that they had a great need for informal support and guidance in decision-making. They identified gaps in coordination and professional training. They felt that educational supports were helpful and that they needed more respite. Conclusion: According to the parents we met, formal and informal support could help reduce stress and exhaustion and improve families' quality of life. The development of interventions tailored to parents to support occupational engagement and to facilitate parental adaptation during periods of transition could help to reduce these difficulties.
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