"They Were Saying That I Was a Typical Chinese Mum": Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children

Autor/inn/en	Smith, Jodie; Rabba, Aspasia Stacey; Cong, Lin; Datta, Poulomee; Dresens, Emma; Hall, Gabrielle; Heyworth, Melanie; Lawson, Wenn; Lee, Patricia; Lilley, Rozanna; Syeda, Najeeba; Ma, Emily; Wang, Julia; Wang, Rena; Yeow, Chong Tze; Pellicano, Elizabeth
Titel	"They Were Saying That I Was a Typical Chinese Mum": Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children
Quelle	In: Journal of Autism and Developmental Disorders, 53 (2023) 12, S.4888-4900 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Jodie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-022-05748-z
Schlagwörter	Foreign Countries; Parent Teacher Cooperation; Autism Spectrum Disorders; Kindergarten; Young Children; Parent Attitudes; Expectation; Parent Aspiration; Educational Quality; Social Discrimination; Self Advocacy; China; Australia + Suchen Sie Ihr Suchwort? Ausland; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Autism; Autismus; Frühe Kindheit; Elternverhalten; Expectancy; Erwartung; Elternwille; Quality of education; Bildungsqualität; Soziale Benachteiligung; Soziale Schließung; Selbstbehauptung; Australien
Abstract	Effective parent-teacher partnerships improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from different backgrounds. We conducted interviews with 17 Chinese parents of autistic children attending Australian kindergartens/schools to understand their experiences. Parents appreciated the acceptance, opportunities and supports they received in Australia. They had high expectations of children; expectations not often shared by educators. Parents were respectful of teachers' expertise and polite and undemanding in interactions. Nevertheless, parents were frustrated by inconsistent teaching quality and inadequate communication. Navigating systems was also challenging and parents faced discrimination from teachers and their community. Recommendations include fostering open home-school communication, proactively seeking parents' expertise about children and explicitly scaffolding parents' self-advocacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01