希腊家长为自闭症儿童寻求评估与支持服务的经历

Background: In systems where access to early childhood intervention is mediated through diagnosis, families may be required to navigate complex assessment and educational pathways before support becomes available. The aim of the present study was to investigate how parents in Greece experienced the process of seeking assessment, early support and educational provision for their young autistic children attending mainstream early childhood education settings. Methods: This qualitative study explored the experiences of 13 parents whose young autistic children were attending mainstream early child