“They Were Saying That I Was a Typical Chinese Mum” : Chinese Parents’ Experiences of Parent-Teacher Partnerships for Their Autistic Children

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 kinderg...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2023-12, Vol.53 (12), p.4888-4900
Main Authors: 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
Format: Article
Language:English
Subjects:
Autism
Autism Spectrum Disorders
Autistic children
Behavioral Science and Psychology
Child and School Psychology
Children
Communication
Discrimination
Educational Quality
Expectation
Experts
Foreign Countries
Kindergarten
Neurosciences
Original Paper
Parent Aspiration
Parent Attitudes
Parent Teacher Cooperation
Parents & parenting
Participatory research
Partnerships
Pediatrics
Psychology
Public Health
Self Advocacy
Social Discrimination
Teachers
Teaching
Young Children
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Summary: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