Are School Professionals in Australian Schools Well-Prepared to Collaborate with Culturally and Linguistically Diverse Families of Their Students on the Autism Spectrum?

Autor/inn/en	Syeda, Najeeba; Dresens, Emma
Titel	Are School Professionals in Australian Schools Well-Prepared to Collaborate with Culturally and Linguistically Diverse Families of Their Students on the Autism Spectrum?
Quelle	In: School Community Journal, 30 (2020) 2, S.73-92 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Foreign Countries; Autism; Pervasive Developmental Disorders; Family School Relationship; Ethnic Diversity; Student Diversity; Cultural Differences; Language Usage; Interaction; Students with Disabilities; Interpersonal Communication; Barriers; Social Bias; Social Attitudes; Teacher Attitudes; Leadership; Special Education Teachers; Counselor Attitudes; School Counselors; Parent School Relationship; Administrator Attitudes; Elementary Secondary Education; Attitudes toward Disabilities; Australia + Suchen Sie Ihr Suchwort? Ausland; Autismus; Kultureller Unterschied; Sprachgebrauch; Interaktion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Interpersonale Kommunikation; Social attidude; Soziale Einstellung; Lehrerverhalten; Führung; Führungsposition; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; School counselor; Beratungslehrer; Pädagogischer Berater; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Australien
Abstract	In Australia, the school population in metropolitan areas is increasingly multicultural. School staff must be prepared to teach students from culturally and linguistically diverse (CALD) backgrounds and to interact constructively with their families for desired student outcomes. Interactions with CALD families can be a daunting task for school professionals, especially when adequate support is scarce or nonexistent. The relationships between school staff and CALD parents may become even more complicated when the child is on the autism spectrum or has another disability. This exploratory study sets out to examine how school staff connect with CALD families of their students on the autism spectrum, what difficulties they face, what resources and services are currently accessible to them, and what additional assistance could help build stronger partnerships. Our results indicate that school professionals perceive their relationship with CALD families positively. However, school staff report several difficulties, such as a lack of satisfactory communication due to linguistic barriers, stigma related to disability, cultural incongruity of views on autism, and issues in accessing interpreters. School professionals believe adequate access to translated materials, additional tools to assist conversations, and targeted professional learning opportunities would strengthen their partnerships with CALD families. We conclude that the provision of targeted support would improve outcomes for all involved. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01