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Journal of International Special Needs Education

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Print ISSN: 2159-4341
Online ISSN:
2331-4001
Frequency: Bi-annually

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Article Citation:
Kathleen S. Puckett and Kathleen M. McCoy (2013) Parents as Teachers of Children with Autism in the Peoples' Republic of China. Journal of International Special Needs Education: October 2013, Vol. 16, No. 2, pp. 68-81.
https://doi.org/10.9782/2159-4341-16.2.68

Feature Articles

Parents as Teachers of Children with Autism in the Peoples' Republic of China

Kathleen S. Puckett and Kathleen M. McCoy

Mary Lou Fulton Teachers College, Arizona State University, USA.

Kathleen Puckett, Division of Teacher Preparation, 350 D Santa Catalina Hall MC 0180, Mesa AZ 85212, USA. E-mail:
Abstract

In the People's Republic of China, many children with autism are excluded from government supported schools and parents are expected to deliver educational services. Parent training centers offer short term solutions by providing information regarding autism and instructional methods to parents of children with autism. In order to further refine teaching services, one training center encouraged parents to indicate which topics in a curriculum were important to them. Participants were 55 parents of children with autism ages 3–8, who completed a questionnaire in which they identified referral services received, needs and concerns for further training, and attitudes towards collaboration. Results indicated that parents' most important needs were centered on developing their children's communication skills and a desire to collaborate with teachers, and that they received very few initial referral services. Findings are discussed in the context of human and social capital for parents of children with autism in the People's Republic of China.

Keywords: Autism, Parent Training, Human Capital, Social Capital

Received: September 18, 2012; Received: November 27, 2012; Accepted: March 29, 2013;