'They Were Saying That I Was a Typical Chinese Mum': Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children
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| Title: | 'They Were Saying That I Was a Typical Chinese Mum': Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children |
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| Language: | English |
| Authors: | Smith, Jodie (ORCID |
| Source: | Journal of Autism and Developmental Disorders. 2023 53(12):4888-4900. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Foreign Countries, Parent Teacher Cooperation, Autism Spectrum Disorders, Kindergarten, Young Children, Parent Attitudes, Expectation, Parent Aspiration, Educational Quality, Social Discrimination, Self Advocacy |
| Geographic Terms: | China, Australia |
| DOI: | 10.1007/s10803-022-05748-z |
| ISSN: | 0162-3257 1573-3432 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1399608 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 0162-3257 1573-3432 |
| DOI: | 10.1007/s10803-022-05748-z |
