NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1052822
Record Type: Journal
Publication Date: 2015-Mar
Pages: 14
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-2154-1647
Foundations for Self-Determination Perceived and Promoted by Families of Young Children with Disabilities in China
Zheng, Yuzhu; Maude, Susan P.; Brotherson, Mary Jane; Summers, Jean Ann; Palmer, Susan B.; Erwin, Elizabeth J.
Education and Training in Autism and Developmental Disabilities, v50 n1 p109-122 Mar 2015
Building foundational skills in the early years for the later development of self-determination in adulthood for individuals with disabilities is important in the United States, but little research has been conducted to examine whether these skills are as important in other countries. In this phenomenological study, seven family interviews were conducted to understand how foundational skills for self-determination (choice making, self-regulation, engagement) were perceived and promoted by families of young children with disabilities in China. This study indicated that these skills were also valued in China. However, Chinese families emphasized the need to develop these three skills in the context of an emphasis on dependence and obedience in accordance with its collectivist culture. They used the popular Chinese parenting practice of guan to help their children make choices, regulate themselves according to li, and engage in educational study, which is highly valued in Chinese culture. These findings have important implications for interventionists in the United States who are working with families from Chinese culture.
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: China
IES Funded: Yes
Grant or Contract Numbers: R324A090267