In China, an insufficiency of schooling opportunities exists among Chinese children with autism. Schooling can be perceived as a viable treatment option that uses communication techniques. The current study sought to provide culturally informed recommendations for enhancing the schooling opportunities of children with autism in China. Qualitative analysis of seven interviews discussing Chinese cultural factors which impact the schooling opportunities of children with autism resulted in the generation of six themes: 1) a lack of individual attention in general education schools, 2) a deficiency in special education schools, 3) an insufficiency of specialized teacher training, 4) a loss of mianzi which affects school enrollment decisions and stigmatization, 5) a lack of autism awareness, and 6) parental commitment and grandparental commitment. The findings suggest that Chinese cultural factors may influence the schooling opportunities of children with autism in China.
La Valle, Chelsea
"Chinese Cultural Factors Impacting the Educational Schooling of Children with Autism in China,"
1, Article 10.
Available at: http://via.library.depaul.edu/depaul-disc/vol2/iss1/10