1
|
Smith J, Rabba AS, Cong L, Datta P, Dresens E, Hall G, Heyworth M, Lawson W, Lee P, Lilley R, Syeda N, Ma E, Wang J, Wang R, Yeow CT, Pellicano E. "They Were Saying That I Was a Typical Chinese Mum" : Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children. J Autism Dev Disord 2023; 53:4888-4900. [PMID: 36149615 PMCID: PMC9510549 DOI: 10.1007/s10803-022-05748-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/04/2022] [Indexed: 11/20/2022]
Abstract
Effective parent-teacher partnerships improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from different backgrounds. We conducted interviews with 17 Chinese parents of autistic children attending Australian kindergartens/schools to understand their experiences. Parents appreciated the acceptance, opportunities and supports they received in Australia. They had high expectations of children; expectations not often shared by educators. Parents were respectful of teachers' expertise and polite and undemanding in interactions. Nevertheless, parents were frustrated by inconsistent teaching quality and inadequate communication. Navigating systems was also challenging and parents faced discrimination from teachers and their community. Recommendations include fostering open home-school communication, proactively seeking parents' expertise about children and explicitly scaffolding parents' self-advocacy.
Collapse
Affiliation(s)
- Jodie Smith
- Macquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia.
- School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, Australia.
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, Australia.
| | - Aspasia Stacey Rabba
- Macquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Melbourne, Australia
| | - Lin Cong
- Macquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia
| | - Poulomee Datta
- Macquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia
| | | | - Gabrielle Hall
- Macquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia
| | - Melanie Heyworth
- Macquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia
- Reframing Autism, Sydney, Australia
| | - Wenn Lawson
- Macquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia
| | | | - Rozanna Lilley
- Macquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia
| | | | - Emily Ma
- Macquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia
| | - Julia Wang
- Macquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia
| | - Rena Wang
- Macquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia
| | - Chong Tze Yeow
- Macquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia
| | - Elizabeth Pellicano
- Macquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia
- Department of Clinical, Educational and Health Psychology, University College London, London, UK
| |
Collapse
|
2
|
Chen L, Dowling D, Goetz C. At the nexus of ludology and narratology: Advances in reality-based story-driven games. F1000Res 2023; 12:45. [PMID: 36875497 PMCID: PMC9978239 DOI: 10.12688/f1000research.129113.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/16/2022] [Indexed: 01/13/2023] Open
Abstract
Story-driven games are growing in popularity across a wide range of genres. However, the narrative potential of video games is still being debated, particularly in light of the so-called tension between gameplay and storytelling. This study proposes that rules and game mechanics perform narrative semiotic functions, offering a ludic grammar of interactive storytelling. Case studies of four representative games show through exploratory player action shaped by rules, the medium of video games can generate meanings that traditional media cannot, thereby better achieving their narrative goals.
Collapse
Affiliation(s)
- Lei Chen
- School of Journalism and Mass Communication, University of Iowa, Iowa City, USA
| | - David Dowling
- School of Journalism and Mass Communication, University of Iowa, Iowa City, USA
| | | |
Collapse
|