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

by Pellicano, Elizabeth , Lilley, Rozanna , Lawson, Wenn , Wang, Julia , Lee, Patricia , Yeow, Chong Tze , Smith, Jodie , Cong, Lin , Datta, Poulomee , Hall, Gabrielle , Ma, Emily , Rabba, Aspasia Stacey , Heyworth, Melanie , Dresens, Emma , Syeda, Najeeba , Wang, Rena

in Allied Health Occupations Education / Autism / Autistic children / Children / Classroom communication / Communication / Communication (Thought Transfer) / Discrimination / Educational Psychology / Educational Quality / Expectation / Expectations / Expertise / Experts / Family Involvement / Kindergarten / Migrant Children / Migrant Education / Parent Caregiver Relationship / Parent Participation / Parent Role / Parent School Relationship / Parent-child relations / Parents & parenting / Participatory research / Partnerships / Periodicals / Researchers / School environment / Self Advocacy / Student teacher relationship / Teacher Effectiveness / Teachers / Teaching

2023

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2023

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2023

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Journal Article

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

Pellicano, Elizabeth,

Lilley, Rozanna,

Lawson, Wenn,

Wang, Julia,

Lee, Patricia,

Yeow, Chong Tze,

Smith, Jodie,

Cong, Lin,

Datta, Poulomee,

Hall, Gabrielle,

Ma, Emily,

Rabba, Aspasia Stacey,

Heyworth, Melanie,

Dresens, Emma,

Syeda, Najeeba,

Wang, Rena

2023

Overview

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.

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Publisher

Springer Nature B.V

Subject

Allied Health Occupations Education

/ Autism

/ Autistic children

/ Children

/ Classroom communication

/ Communication

/ Communication (Thought Transfer)