Literaturnachweis - Detailanzeige
Autor/inn/en | Smith, Jodie; Rabba, Aspasia Stacey; Cong, Lin; Datta, Poulomee; Dresens, Emma; Hall, Gabrielle; Heyworth, Melanie; Lawson, Wenn; Lee, Patricia; Lilley, Rozanna; Syeda, Najeeba; Ma, Emily; Wang, Julia; Wang, Rena; Yeow, Chong Tze; Pellicano, Elizabeth |
---|---|
Titel | "They Were Saying That I Was a Typical Chinese Mum": Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children |
Quelle | In: Journal of Autism and Developmental Disorders, 53 (2023) 12, S.4888-4900 (13 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Smith, Jodie) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-3257 |
DOI | 10.1007/s10803-022-05748-z |
Schlagwörter | Foreign Countries; Parent Teacher Cooperation; Autism Spectrum Disorders; Kindergarten; Young Children; Parent Attitudes; Expectation; Parent Aspiration; Educational Quality; Social Discrimination; Self Advocacy; China; Australia Ausland; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Autism; Autismus; Frühe Kindheit; Elternverhalten; Expectancy; Erwartung; Elternwille; Quality of education; Bildungsqualität; Soziale Benachteiligung; Soziale Schließung; Selbstbehauptung; Australien |
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. (As Provided). |
Anmerkungen | 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/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |