The Future of Education

Contemporary educational documents emphasize the importance of socially just and accessible education for every student, emphasizing active empowerment of learners. An important personalized approach to students with autism spectrum disorder (ASD) contributes to a comprehensive understanding of the learner. The study aims to reveal individual experiences of families in receiving and evaluating personalized interdisciplinary support for primary school students with autism spectrum disorder in an inclusive school. The question is raised, what are the dynamics of personalized interdisciplinary support for students with autism spectrum disorder in an inclusive school and what intentions to reconstruct the existing support model for students with autism spectrum disorder in Lithuania are evident in the experiences of families as participants in the educational process. The study is conducted using a qualitative narrative research methodology, using a semi-structured interview method to communicate with parents (N-5) raising children with ASD. Based on Barkhuizen (2016) main dimensions of narrative research, the aim is to understand the meanings of the stories presented - lived experiences, which allow us to reveal the dynamics of interdisciplinary support and the prospect of change. Interdisciplinary support is a dynamic system, i.e. a set of variables that interact with each other over time, and the provision of interdisciplinary support is a dynamic process. Applying dynamic systems theory (DST) aims to better understand not only individual experiences but also contextual interactions in a broader context. The research shows the desire of families to create a safe environment for children and to receive the necessary personalized support, but many challenges arise in practice.