Transition to Kindergarten for Children on the Autism Spectrum: Perspectives of Korean-American Parents

Autor/in	Kim, Sohyun An
Titel	Transition to Kindergarten for Children on the Autism Spectrum: Perspectives of Korean-American Parents
Quelle	In: Journal of Autism and Developmental Disorders, 53 (2023) 3, S.1130-1145 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Sohyun An)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-022-05665-1
Schlagwörter	Korean Americans; Parent Attitudes; Children; Autism Spectrum Disorders; Students with Disabilities; Student Adjustment; Barriers; Predictor Variables; Child Behavior; School Readiness; Cooperation; Teacher Student Relationship; Parent Teacher Cooperation; Communication Skills; Verbal Communication; Family Income; Parent Background; Educational Attainment; Immigrants; Student Placement + Suchen Sie Ihr Suchwort? Elternverhalten; Child; Kind; Kinder; Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Adjustment; Adaptation; Prädiktor; Readiness for school; School ability; Schulreife; Co-operation; Kooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kommunikationsstil; Familieneinkommen; Elternhaus; Bildungsabschluss; Bildungsgut; Immigrant; Immigrantin; Immigranten; Schülerpraktikum
Abstract	This study explores Korean-American parents' perceptions on successful transition to kindergarten (TTK) for their child on the autism spectrum. It further examines challenges experienced during this process, and possible predictors for their challenges. Findings from an online survey (N = 212) indicate that participants consider their child's behavioral readiness and cooperation with teachers as the most important school readiness skills for successful TTK. They further consider building positive relationships with teachers and providing support at home as the most important support parents could provide during this process. Moreover, the child being a vocal communicator, higher income and parent's educational level were found to buffer against their reported challenges, while first-generation immigrant status and restrictive school placement were found to predict more challenges. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01