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Different Stakeholders' Perspectives on Inclusive Education in China: Parents of Children with ASD, Parents of Typically Developing Children, and Classroom Teachers
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Su, Xueyun; Guo, Jiajun; Wang, Xiaohui – International Journal of Inclusive Education, 2020
A main purpose of the present study was to examine and compare attitudes toward inclusive education between parents of children with ASD, parents of typically developing children, and classroom teachers in China. The investigators also sought to explore factors influencing different stakeholders' perspectives. An attitude survey was distributed to…
Descriptors: Foreign Countries, Stakeholders, Inclusion, Parent Attitudes
Transition to Kindergarten for Children with Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers
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Starr, Elizabeth M.; Martini, Tanya S.; Kuo, Ben C. H. – Focus on Autism and Other Developmental Disabilities, 2016
Despite the stated importance of a successful kindergarten transition (TTK) for future school success, no research has addressed this transition for culturally/ethnically diverse families having children with autism spectrum disorders (ASD). To address this gap, six focus groups (three with ethnically diverse parents, one with kindergarten…
Descriptors: Autism, Pervasive Developmental Disorders, Kindergarten, Early Intervention