Background and Aims The diversity of the autistic population seeking professional services and education in the United States has increased. As the diagnosis of autism increases among the Chinese American immigrant population, there is also an increasing need to learn about this population and provide appropriate intervention and education for this group. However, current education and intervention provided for autistic individuals tend to be culturally blind. Gaps were found in our understanding of the cultural context and its relationship with the education mechanisms among Chinese American autistic families. The current study intends to investigate how Chinese American parents perceive the education materials and intervention strategies received by their autistic children as well as their experiences and needs in the education process. Method Semi-structured interviews were conducted among 10 Chinese American parents (one father and nine mothers) online. They all had children who had a formal diagnosis of autism spectrum disorder and received some intervention or education. Thematic analysis was used to analyse the results. Results The study suggested that most Chinese American parents were satisfied with the current education materials and intervention strategies provided to their autistic children. Due to cultural-related stigma, parents differ in their perceptions of children's autism diagnosis and characteristics as well as their expectations of children's culturally sensitive education. A theoretical model was created to provide culture-centered interpretation of the interconnected relationship between their pre- and post-immigration contexts and parenting attitudes. Conclusions Culture plays a critical role in understanding Chinese American parents' experiences, needs, and expectations of culturally sensitive education for their autistic children. Interconnected relationships were found between contexts and parenting attitudes, which were largely influenced by cultural-related stigma. Implications Suggestions and implications were provided for institutions and professionals working with Chinese American families and children. It is critical for them to learn about the experiences, needs, and attitudes of Chinese American parents to provide Chinese American autistic children with more appropriate and culturally sensitive education.

中文翻译：

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了解自闭症教育的经验和需求：对美国华裔自闭症儿童家长的半结构化访谈。


背景和目标 在美国寻求专业服务和教育的自闭症人群的多样性有所增加。随着华裔美国移民人群中自闭症诊断率的增加，了解该人群并为该群体提供适当干预和教育的需求也越来越大。然而，目前为自闭症患者提供的教育和干预往往是文化盲点。我们对华裔自闭症家庭的文化背景及其与教育机制的关系的理解存在差距。本研究旨在调查华裔美国家长如何看待自闭症儿童所接受的教育材料和干预策略，以及他们在教育过程中的经历和需求。方法 对 10 名华裔美国家长（一名父亲和九名母亲）进行在线半结构化访谈。他们的孩子都被正式诊断为自闭症谱系障碍，并接受了一些干预或教育。使用主题分析来分析结果。结果 研究表明，大多数华裔美国家长对目前为自闭症儿童提供的教育材料和干预策略感到满意。由于文化相关的耻辱，家长对儿童自闭症诊断和特征的看法以及对儿童文化敏感教育的期望存在差异。创建了一个理论模型，为他们移民前后的背景和养育态度之间的相互关系提供以文化为中心的解释。 结论 文化在理解华裔美国父母对自闭症儿童进行文化敏感教育的经历、需求和期望方面发挥着至关重要的作用。背景和养育态度之间存在相互关联的关系，这在很大程度上受到与文化相关的耻辱的影响。启示 为与华裔美国家庭和儿童打交道的机构和专业人士提供了建议和启示。对他们来说，了解美国华裔父母的经历、需求和态度对于为美国华裔自闭症儿童提供更合适和文化敏感的教育至关重要。