Assessing Needs and Challenges Reported by Caregivers and Teachers of Children with Autism Spectrum Disorders in China

Autor/inn/en	Ding, Yi; Yang, Ling-Yan; Salyers, Kathleen; Harper, Holly; Guo, Jian-Peng; Liu, Hao; Feng, Yun-Hong
Titel	Assessing Needs and Challenges Reported by Caregivers and Teachers of Children with Autism Spectrum Disorders in China
Quelle	In: Journal of the International Association of Special Education, 11 (2010) 1, S.4-14 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Autism; Caregivers; Professional Training; Educational Quality; Coping; Foreign Countries; Family Environment; Cultural Influences; Pervasive Developmental Disorders; Teachers; Children; Epidemiology; Needs Assessment; Family Relationship; Income; Social Support Groups; Teacher Competencies; Stress Variables; Teacher Salaries; Teacher Persistence; Educational Attainment; Job Satisfaction; Social Influences; Teacher Employment Benefits; Parents; China + Suchen Sie Ihr Suchwort? Autismus; Caregiver; Carer; Betreuungsperson; Pfleger; Berufliche Fachbildung; Berufliche Fortbildung; Quality of education; Bildungsqualität; Bewältigung; Ausland; Familienmilieu; Cultural influence; Kultureinfluss; Lehrer; Lehrerin; Lehrende; Child; Kind; Kinder; Epidemiologie; Bedarfsermittlung; Einkommen; Social support; Soziale Unterstützung; Lehrkunst; Lehrerbesoldung; Lehrervergütung; Bildungsabschluss; Bildungsgut; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Sozialer Einfluss; Eltern
Abstract	The purpose of this study was to explore the needs and challenges reported by caregivers and teachers of children with autism spectrum disorders (ASD) in China. The study group consisted of a random sample of 108 caregivers and 98 teachers of children with ASD. Analysis of epidemiological data produced results consistent with those reported in the Western literature. Many Chinese children with ASD in this study lived with their extended families with support from older generations and the majority of the families had only one child. Financial factors were particularly important for both families and teachers. Limited professional training and social support were reported as barriers to a quality education for these children. Caregivers considered deteriorated family relationships as a predominant source of stress, whereas low employment salary and benefits appeared to be the main source of stress that diminished the teachers' commitment to educating children with special needs. Teachers with higher levels of education reported higher levels of dissatisfaction with employment salary, benefits, and home environment. In addition, the findings highlighted social-cultural influences on parenting stress and coping mechanisms. (Contains 6 tables.) (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10