'Somali Parents Feel Like They're on the Outer': Somali Mothers' Experiences of Parent-Teacher Relationships for Their Autistic Children

Autor/inn/en	Smith, Jodie; Rabba, Aspasia Stacey; Ali, Amal; Datta, Poulomee; Dresens, Emma; Faragaab, Nadia; Hall, Gabrielle; Heyworth, Melanie; Ige, Khadra; Lawson, Wenn; Lilley, Rozanna; Syeda, Najeeba; Pellicano, Elizabeth
Titel	'Somali Parents Feel Like They're on the Outer': Somali Mothers' Experiences of Parent-Teacher Relationships for Their Autistic Children
Quelle	In: Autism: The International Journal of Research and Practice, 27 (2023) 6, S.1777-1789 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Jodie) ORCID (Lilley, Rozanna) ORCID (Pellicano, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613221146077
Schlagwörter	Foreign Countries; Mothers; Parent Teacher Cooperation; Autism Spectrum Disorders; Partnerships in Education; Kindergarten; Mother Attitudes; Parent Aspiration; Racism; Attitudes toward Disabilities; Parent Child Relationship; Daughters; Resilience (Psychology); Somalia; Australia + Suchen Sie Ihr Suchwort? Ausland; Mother; Mutter; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Autism; Autismus; Hochschulpartnerschaft; Mutterliebe; Elternwille; Rassismus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Daughter; Tochter; Australien
Abstract	Effective parent-teacher partnerships can improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from diverse backgrounds. Using participatory methods, we conducted semi-structured interviews with 15 Somali mothers of autistic children attending Australian kindergartens/schools to understand experiences of parent-teacher interactions. We used reflexive thematic analysis to identify key themes. We found that mothers were proud and accepting of their children. They had high expectations, particularly around children's independence. Mothers wished their children's differences were understood and supported by other people, including teachers. They were frustrated by low expectations of children, a lack of genuine communication from teachers and limited autism-specific knowledge, skills and experience within schools. They described racist attitudes towards their children and reported that they themselves had experienced stigma. They also had few sources of support to rely upon, although their non-autistic daughters and their faith were important foundations for resilience. Despite all of these challenges, mothers themselves were increasing community awareness and knowledge about autism in the hope that they and their children would be valued by others. Our work has implications for how teachers and schools can foster successful relationships with Somali parents of autistic children. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01