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Advocacy of Chinese-Speaking Familie...

Hauwadhanasuk, Tanyathorn.

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Advocacy of Chinese-Speaking Families for the Education of Their Children with Autism Spectrum Disorder.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Advocacy of Chinese-Speaking Families for the Education of Their Children with Autism Spectrum Disorder./
Author:	Hauwadhanasuk, Tanyathorn.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	279 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Asian American Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13885596
ISBN:	9781392286234

Advocacy of Chinese-Speaking Families for the Education of Their Children with Autism Spectrum Disorder.
Hauwadhanasuk, Tanyathorn.

Advocacy of Chinese-Speaking Families for the Education of Their Children with Autism Spectrum Disorder. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 279 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ph.D.)--Saint Louis University, 2020.

This item must not be sold to any third party vendors.

The purpose of this study was to investigate Chinese-speaking families' perspectives of their advocacy for the education of their children with autism spectrum disorder (ASD) and provided perspectives that enabled educational stakeholders to understand the barriers diverse families encounter. Children with disabilities had historically received unequal treatment in the public education system. Families of children with disabilities had difficulties navigating special education and related service and felt intimidated to understand special education regulations and non-adversarial advocacy knowledge and skills. The researcher employed a descriptive qualitative methodology to conduct interviews with nine Chinese-speaking parents of children with ASD in the Midwestern school districts. Interview data were coded with the cycle coding and a combination of basic coding methods. Microsoft Word and CAQDAS NVivo 12 programs were used to increase the rigor of the data analysis procedures. The findings showed that although the majority of participants perceived the importance of their roles in advocating for their children's education, most lacked knowledge in navigating educational system and resources to support their children. Negative experiences in advocacy involved teacher attitudes, expectations for a child, teacher competency, inclusion, and trust that influenced the education of their children. Barriers affecting their advocacy roles and communication with the schools included knowledge in special education, advocacy and educational school system, English proficiency, challenges in life, Chinese cultural differences and their involvement in decision making with the IEP teams. Participants indicated their reluctance to attend the parent workshops due to language barriers. To strengthen the results, a similar study could be conducted with different populations from linguistically and culturally diverse backgrounds. This study could be replicated in different school districts and states to determine the areas of strength and weakness regarding perceptions and advocacy experiences of educational stakeholders that influence the education of children with ASD. In conclusion, Chinese-speaking families had limited English language skills when communicating with schools and teachers and faced barriers in cultural differences as well as knowledge in special education, autism, and advocacy. Developing culturally responsive practice for teacher-preparation programs and parent-education programs for Chinese-speaking families of children with autism are highly recommended.

ISBN: 9781392286234Subjects--Topical Terms:

1669629
Asian American Studies.

Advocacy of Chinese-Speaking Families for the Education of Their Children with Autism Spectrum Disorder.
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520 $a The purpose of this study was to investigate Chinese-speaking families' perspectives of their advocacy for the education of their children with autism spectrum disorder (ASD) and provided perspectives that enabled educational stakeholders to understand the barriers diverse families encounter. Children with disabilities had historically received unequal treatment in the public education system. Families of children with disabilities had difficulties navigating special education and related service and felt intimidated to understand special education regulations and non-adversarial advocacy knowledge and skills. The researcher employed a descriptive qualitative methodology to conduct interviews with nine Chinese-speaking parents of children with ASD in the Midwestern school districts. Interview data were coded with the cycle coding and a combination of basic coding methods. Microsoft Word and CAQDAS NVivo 12 programs were used to increase the rigor of the data analysis procedures. The findings showed that although the majority of participants perceived the importance of their roles in advocating for their children's education, most lacked knowledge in navigating educational system and resources to support their children. Negative experiences in advocacy involved teacher attitudes, expectations for a child, teacher competency, inclusion, and trust that influenced the education of their children. Barriers affecting their advocacy roles and communication with the schools included knowledge in special education, advocacy and educational school system, English proficiency, challenges in life, Chinese cultural differences and their involvement in decision making with the IEP teams. Participants indicated their reluctance to attend the parent workshops due to language barriers. To strengthen the results, a similar study could be conducted with different populations from linguistically and culturally diverse backgrounds. This study could be replicated in different school districts and states to determine the areas of strength and weakness regarding perceptions and advocacy experiences of educational stakeholders that influence the education of children with ASD. In conclusion, Chinese-speaking families had limited English language skills when communicating with schools and teachers and faced barriers in cultural differences as well as knowledge in special education, autism, and advocacy. Developing culturally responsive practice for teacher-preparation programs and parent-education programs for Chinese-speaking families of children with autism are highly recommended.
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