"They Were Saying That I Was a Typical Chinese Mum" : Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children.
Autistic Students
Chinese Parents
Cultural and Linguistic Diversity
Parent-Teacher Partnerships
Participatory Research
Journal
Journal of autism and developmental disorders
ISSN: 1573-3432
Titre abrégé: J Autism Dev Disord
Pays: United States
ID NLM: 7904301
Informations de publication
Date de publication:
Dec 2023
Dec 2023
Historique:
accepted:
04
09
2022
medline:
7
11
2023
pubmed:
24
9
2022
entrez:
23
9
2022
Statut:
ppublish
Résumé
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.
Identifiants
pubmed: 36149615
doi: 10.1007/s10803-022-05748-z
pii: 10.1007/s10803-022-05748-z
pmc: PMC9510549
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
4888-4900Subventions
Organisme : Department of Education, Australian Government
ID : Department of Education, Australian Government
Commentaires et corrections
Type : ErratumIn
Informations de copyright
© 2022. The Author(s).
Références
Australia Bureau of Statistics (2021). https://www.abs.gov.au/statistics/people/population/migration-australia/2019-20 . Accessed 28.07.2022.
Australian Government (2005). Disability Standards for Education, 2005
Australian Institute for Teaching and School Leadership (2020). Spotlight. Diversity in School Leadership
Azad, G., & Mandell, D. S. (2016). Concerns of parents and teachers of children with autism in elementary school. Autism, 20(4), 435–441. https://doi.org/10.1177/1362361315588199
doi: 10.1177/1362361315588199
pubmed: 26069200
Azad, G. F., Wolk, C. B., & Mandell, D. S. (2018). Ideal Interactions: Perspectives of Parents and Teachers of Children With Autism Spectrum Disorder. School community journal, 28 2, 63–84
Bakker, J., Denessen, E., & Brus-Laeven, M. (2007). Socio‐economic background, parental involvement and teacher perceptions of these in relation to pupil achievement. Educational Studies, 33(2), 177–192. https://doi.org/10.1080/03055690601068345
doi: 10.1080/03055690601068345
Boshoff, K., Gibbs, D., Phillips, R. L., Wiles, L., & Porter, L. (2018). Parents’ voices: “Our process of advocating for our child with autism.“ A meta-synthesis of parents’ perspectives. Child: Care, Health And Development, 44(1), 147–160. https://doi.org/10.1111/cch.12504
doi: 10.1111/cch.12504
pubmed: 28833334
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
doi: 10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676x.2019.1628806
doi: 10.1080/2159676x.2019.1628806
Collignon, F. F., Men, M., & Tan, S. (2001). Finding ways in: Community-based perspectives on Southeast Asian family involvement with schools in a New England State. Journal of Education for Students Placed at Risk, 6(1&2), 27–44
doi: 10.1207/S15327671ESPR0601-2_3
Collins, S. E., Clifasefi, S. L., Stanton, J., The Leap Advisory, B., Straits, K. J. E., Gil-Kashiwabara, E., Espinosa, R., Nicasio, P., Andrasik, A. V., Hawes, M. P., Miller, S. M., Nelson, K. A., Orfaly, L. A., Duran, V. E., B. M., & Wallerstein, N. (2018). Community-based participatory research (CBPR): Towards equitable involvement of community in psychology research. American Psychologist, 73(7), 884–898. https://doi.org/10.1037/amp0000167
doi: 10.1037/amp0000167
pubmed: 29355352
Denessen, E., Bakker, J., & Gierveld, M. (2007). Multi-ethnic schools’ parental involvement policies and practices. The School Community Journal, 17(2), 27–44
Evans, M. P. (2011). Revisiting emotional geographies: Implications for family engagement and education policy in the United States. Journal of Educational Change, 12, 241–255
doi: 10.1007/s10833-011-9155-0
Galpin, J., Barratt, P., Ashcroft, E., Greathead, S., Kenny, L., & Pellicano, E. (2018). ‘The dots just don’t join up’: Understanding the support needs of families of children on the autism spectrum. Autism, 22(5), 571–584. https://doi.org/10.1177/1362361316687989
doi: 10.1177/1362361316687989
pubmed: 28449587
Gao, J. (2006). Migrant Transnationality and Its Evolving Nature: A Case Study of Mainland Chinese Migrants in Australia.Journal of Chinese Overseas,193–219
Guo, K. (2005). Asian immigrant parents’ and New Zealand early childhood teachers’ views of parent-teacher relationships. NZ Research in Early Childhood Education, 8, 125–135
Haines, S. J., Francis, G. L., Kyzar, K. B., Aldersey, H. M., & Adams, N. B. (2018). Family-Professional Partnerships with Refugee Families of Children with Disabilities. In M. M. Burke (Ed.), International Review of Research in Developmental Disabilities (54 vol., pp. 35–70). Elsevier Science & Technology
Hickey, G., Brearley, S., Coldham, T., Denegri, S., Green, G., Staniszewska, S., Tembo, D., Torok, K., & Turner, K. (2018). Guidance on co-producing a research project. Southampton: INVOLVE
Hodges, A., Joosten, A., Bourke-Taylor, H., & Cordier, R. (2020). School participation: The shared perspectives of parents and educators of primary school students on the autism spectrum. Research in Developmental Disabilities, 97, 103550. https://doi.org/10.1016/j.ridd.2019.103550
doi: 10.1016/j.ridd.2019.103550
pubmed: 31881439
Huang, M., & Zhou, Z. (2016). Perceived self-efficacy, cultural values, and coping styles among Chinese families of children with autism. International Journal of School & Educational Psychology, 4(2), 61–70. https://doi.org/10.1080/21683603.2016.1130562
doi: 10.1080/21683603.2016.1130562
Jegathessan, B. (2009). Cross-cultural issues in parent-professional interactions: a qualitative study of perceptions of Asian American mothers of children with developmental disabilities. Research & Practice for Persons with Severe Disabilities, 34(3–4), 123–136
doi: 10.2511/rpsd.34.3-4.123
Kediye, K., Valeo, A., & Berman, R. C. (2009). Somali-Canadian mothers’ experiences in parenting a child with Autism Spectrum Disorder. Journal of the Association for Research on Mothering, 11, 211–223
Keyes, C. R. (2000). Parent-Teacher Partnerships: A Theoretical Approach for Teachers Paper prescnted at the Issues in Early Childhood Education: Lillian Katz Symposium, Champaign, IL
Kim, I., Wang, Y., Dababnah, S., & Betz, G. (2020). East Asian American Parents of Children with Autism: a Scoping Review. Review Journal of Autism and Developmental Disorders, 8(3), 312–320. https://doi.org/10.1007/s40489-020-00221-y
doi: 10.1007/s40489-020-00221-y
Lai, Y., & Ishyama, I. (2004). Involvement of immigrant Chinese Canadian mothers of children with disability. Exceptional Children, 71, 97–108
doi: 10.1177/001440290407100106
Li, H., & Yeung, W. J. (2017). Academic Resilience in Rural Chinese Children: Individual and Contextual Influences. Social Indicators Research, 145(2), 703–717. https://doi.org/10.1007/s11205-017-1757-3
doi: 10.1007/s11205-017-1757-3
Liao, X., Lei, X., & Li, Y. (2019). Stigma among parents of children with autism: A literature review. Asian J Psychiatr, 45, 88–94. https://doi.org/10.1016/j.ajp.2019.09.007
doi: 10.1016/j.ajp.2019.09.007
pubmed: 31542694
Lilley, R. (2013). It’s an absolute nightmare: maternal experiences of enrolling children diagnosed with autism in primary school in Sydney, Australia. Disability & Society, 28(4), 514–526. https://doi.org/10.1080/09687599.2012.717882
doi: 10.1080/09687599.2012.717882
Lilley, R. (2014). Trading places: Autism Inclusion Disorder and school change. International Journal of Inclusive Education, 19(4), 379–396. https://doi.org/10.1080/13603116.2014.935813
doi: 10.1080/13603116.2014.935813
Lilley, R. (2019). Fostering Collaborative Family–School Relationships to Support Students on the Autism Spectrum. In R. Jordan, J. M. Roberts, & K. Hume (Eds.), The SAGE Handbook of Autism and Education (pp. 351–362). SAGE Publications
Lim, N., O’Reilly, M., Sigafoos, J., Lancioni, G. E., & Sanchez, N. J. (2020). A Review of Barriers Experienced by Immigrant Parents of Children with Autism when Accessing Services. Review Journal of Autism and Developmental Disorders, 8(3), 366–372. https://doi.org/10.1007/s40489-020-00216-9
doi: 10.1007/s40489-020-00216-9
Liu, X. Y., & To, S. M. (2021). Personal Growth Experience among Parents of Children with Autism Participating in Intervention. Journal Of Autism And Developmental Disorders, 51(6), 1883–1893. https://doi.org/10.1007/s10803-020-04681-3
doi: 10.1007/s10803-020-04681-3
pubmed: 32875454
Liu, Y., & Fisher, K. R. (2017). Engaging with Disability Services: Experiences of Families from Chinese Backgrounds in Sydney. Australian Social Work, 70(4), 441–452. https://doi.org/10.1080/0312407x.2017.1324885
doi: 10.1080/0312407x.2017.1324885
Makin, C., Hill, V., & Pellicano, E. (2017). The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study. Autism & Developmental Language Impairments, 2. https://doi.org/10.1177/2396941516684834
McNerney, C., Hill, V., & Pellicano, E. (2015). Choosing a secondary school placement for students with an autism spectrum condition: A multi-informant study. International Journal of Inclusive Education, 19, 1096–1116
doi: 10.1080/13603116.2015.1037869
Pan, Q. (2020). Strategic noncitizenship: Mainland Chinese immigrants as noncitizens in Australia. Journal of Ethnic and Migration Studies, 47(17), 3948–3966. https://doi.org/10.1080/1369183x.2020.1751604
doi: 10.1080/1369183x.2020.1751604
Papoudi, D., Jørgensen, C. R., Guldberg, K., & Meadan, H. (2020). Perceptions, Experiences, and Needs of Parents of Culturally and Linguistically Diverse Children with Autism: a Scoping Review. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-020-00210-1
doi: 10.1007/s40489-020-00210-1
Sakai, C., Mulé, C., LeClair, A., Chang, F., Sliwinski, S., Yau, Y., & Freund, K. M. (2019). Parent and Provider Perspectives on the Diagnosis and Management of Autism in a Chinese Immigrant Population. Journal of Developmental and Behavioral Pediatrics, 40, 257–265
doi: 10.1097/DBP.0000000000000660
pubmed: 30908425
pmcid: 6499700
Sheridan, S. M., Bovaird, J. A., Glover, T. A., Garbacz, S. A., Witte, A., & Kwon, K. (2012). A randomized trial examining the effects of conjoint behavioral consultation and the mediating role of the parent-teacher relationship. School Psychology Review, 41(1), 23–46
doi: 10.1080/02796015.2012.12087374
Shorey, S., Ng, E. D., Haugan, G., & Law, E. (2020). The parenting experiences and needs of Asian primary caregivers of children with autism: A meta-synthesis. Autism, 24(3), 591–604. https://doi.org/10.1177/1362361319886513
doi: 10.1177/1362361319886513
pubmed: 31718238
Simonoff, E., Jones, C. R., Pickles, A., Happé, F., Baird, G., & Charman, T. (2012). Severe mood problems in adolescents with autism spectrum disorder. Journal of Child Psychology and Psychiatry, 53(11), https://doi.org/10.1111/j.1469-7610.2012.02600.x
Sinha, B. R. K. (2005). Human Migration: Concepts and Approaches. Foldrajzi Ertesito Geographical Bulletin, 3–4, 403–414
Stevens, C. (2018). Temporary work, permanent visas and circular dreams: Temporal disjunctures and precarity among Chinese migrants to Australia. Current Sociology, 67(2), 294–314. https://doi.org/10.1177/0011392118792926
doi: 10.1177/0011392118792926
Stoner, J. B., Bock, S. J., Thompson, J. R., Angell, M. E., Heyl, B. S., & Crowley, E. P. (2005). Welcome to Our World: Parent Perceptions of Interactions Between Parents of Young Children With ASD and Education Professionals. Focus on Autism and Other Developmental Disabilities, 20(1), 39–51. https://doi.org/10.1177/10883576050200010401
doi: 10.1177/10883576050200010401
Syeda, N., & Dresens, E. (2020). Are school professionals in Australian schools well-prepared to collaborate with culturally and linguistically diverse families of their students on the autism spectrum? School community journal, 30, 73–92
Tang, L., & Bie, B. (2016). The stigma of autism in china: an analysis of newspaper portrayals of autism between 2003 and 2012. Health Communication, 31(4), 445–452. https://doi.org/10.1080/10410236.2014.965381
doi: 10.1080/10410236.2014.965381
pubmed: 26398334
Test, D. W., Fowler, C. H., Wood, W. M., Brewer, D. M., & Eddy, S. (2005). A Conceptual Framework of Self-Advocacy for Students with Disabilities. Remedial and Special Education, 26(1), 43–54. https://doi.org/10.1177/07419325050260010601
doi: 10.1177/07419325050260010601
Turnbull, A. P., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust (7 ed.). Pearson
Wang, H. T., & Casillas, N. (2012). Asian American parents’ experiences of raising children with autism: multicultural family perspective. Journal of Asian and African Studies, 48(5), 594–606. https://doi.org/10.1177/0021909612467421
doi: 10.1177/0021909612467421
Zhao, M., & Fu, W. (2022). The resilience of parents who have children with autism spectrum disorder in China: a social culture perspective. Int J Dev Disabil, 68(2), 207–218. https://doi.org/10.1080/20473869.2020.1747761
doi: 10.1080/20473869.2020.1747761
pubmed: 35309696