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First-Generation Chinese American Families' Attitudes Regarding Disabilities and Educational Interventions

Department of Special Education, at Illinois State University

Shu-Ju L. Chuang

Alta Loma Elementary School, in Alta Loma, California

Mary Blake Huer

Department of Speech Communications at California State University-Fullerton

This study employed an intensive structured intervieW method With first-generation Chinese American family participants (n = 6) residing in the Los Angeles area to examine families' perceptions of disability and the role of schools in augmentative and alternative communication (AAC) interventions. As reported in other studies, parents (a) valued educational programs, (b) recognized the importance of parental involvement, (c) expected their children to demonstrate progress When using their AAC devices, (d) expressed concerns regarding social stigma, (e) expected ongoing training and support, and (f) preferred their children to not become reliant on AAC devices. These families differed from other Asian American families in that they felt no sense of shame about their children's disabilities and Were involved advocates for their children.

Focus on Autism and Other Developmental Disabilities, Vol. 19, No. 2, 114-123 (2004)
DOI: 10.1177/10883576040190020701


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