TY - JOUR
T1 - They were saying that I was a ‘typical Chinese mum’
T2 - Chinese parents’ experiences of parent-teacher partnerships for their autistic children
AU - Smith, Jodie
AU - Rabba, Aspasia Stacey
AU - Cong, Lin
AU - Datta, Poulomee
AU - Dresens, Emma
AU - Hall, Gabrielle
AU - Heyworth, Melanie
AU - Lawson, Wenn
AU - Lee, Patricia
AU - Lilley, Rozanna
AU - Syeda, Najeeba
AU - Ma, Emily
AU - Wang, Julia
AU - Wang, Rena
AU - Yeow, Chong
AU - Pellicano, Elizabeth
N1 - Correction article can be found at Smith, J., Rabba, A.S., Cong, L. et al. Correction: “They Were Saying That I Was a Typical Chinese Mum”: Chinese Parents’ Experiences of Parent–Teacher Partnerships for Their Autistic Children. J Autism Dev Disord (2022). https://doi.org/10.1007/s10803-022-05788-5
PY - 2022/9/23
Y1 - 2022/9/23
N2 - 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.
AB - 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.
KW - cultural and linguistic diversity
KW - Chinese parents
KW - parent-teacher partnerships
KW - autistic students
KW - participatory research
UR - http://www.scopus.com/inward/record.url?scp=85138719645&partnerID=8YFLogxK
UR - https://doi.org/10.1007/s10803-022-05788-5
UR - http://www.scopus.com/inward/record.url?scp=85140267709&partnerID=8YFLogxK
U2 - 10.1007/s10803-022-05748-z
DO - 10.1007/s10803-022-05748-z
M3 - Article
C2 - 36149615
AN - SCOPUS:85138719645
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
SN - 1573-3432
ER -