Unheard Voices: The Views of Traveller and Non-Traveller Mothers and Children with ASD

Autor/inn/en	Gray, Colette; Donnelly, Joanne
Titel	Unheard Voices: The Views of Traveller and Non-Traveller Mothers and Children with ASD
Quelle	In: International Journal of Early Years Education, 21 (2013) 4, S.268-285 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2013.842160
Schlagwörter	Minority Groups; Ethnic Groups; Mothers; Pervasive Developmental Disorders; Autism; Parent Participation; Student Participation; Foreign Countries; Special Education; Case Studies; Parent Attitudes; Student Attitudes; Young Children; Interviews; Home Visits; Self Determination; Family School Relationship; Comparative Analysis; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Ethnie; Mother; Mutter; Autismus; Elternmitwirkung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Case study; Fallstudie; Case Study; Elternverhalten; Schülerverhalten; Frühe Kindheit; Interviewing; Interviewtechnik; Hausbesuch; Selbstbestimmung
Abstract	This article reports findings from a small-scale project that employs a two-stage approach. Informed by the rights of minority ethnic groups to self-determination, the first aspect of the study focuses on the experiences of mothers of children with an autistic spectrum disorder (ASD) from two ethnically diverse groups: Irish Traveller and non-Traveller communities. The second aspect seeks to give voice to children with ASD by including them in discussions using a range of research techniques and tools. Findings suggest that, irrespective of ethnicity, parental concerns are frequently dismissed by health professionals, school choices are made by educators and family lifestyle is profoundly affected when parenting a child with ASD. Engaging young children with ASD in discussion about their school-related likes and dislikes is not without challenge. Nonetheless, we argue that the challenges encountered in involving minority groups in research are far outweighed by their need for self-expression and self-determination. As Elle, a child with ASD (aged 7.8 years), observed, "No one asked me before. I don't know if they are listening but I liked talking". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10