Being more than a mother: A qualitative study of Asian immigrant mothers in Australia who have children with disabilities

2021 ◽  
Vol 117 ◽  
pp. 104060
Author(s):  
So Sin Sim ◽  
Helen Bourke-Taylor ◽  
Ellie Fossey ◽  
Mong-lin Yu
Keyword(s):  
Qualitative Study ◽  
Children With Disabilities ◽  
Asian Immigrant ◽  
Immigrant Mothers

A qualitative study of parents’ and facilitators’ experiences of Group Stepping Stones Triple P for parents of children with disabilities

2018 ◽  
Vol 24 (4) ◽  
pp. 694-711
Author(s):  
Ailbhe Ruane ◽  
Alan Carr ◽  
Valerie Moffat
Keyword(s):  
Qualitative Study ◽  
Children With Disabilities ◽  
Controlled Trial ◽  
Self Regulation ◽  
Structured Interview ◽  
Attrition Rate ◽  
Triple P ◽  
Stepping Stones ◽  
Vulnerable Families ◽  
Stepping Stones Triple P

In this qualitative study, we evaluated parents’ and facilitators’ experiences of the Group Stepping Stones Triple P (GSSTP) programme for parents of children with disabilities. The study was embedded in a randomized controlled trial (RCT) of GSSTP and carried out in the Irish public health service. Eight parents and three psychologists participated in the study. We used a semi-structured interview schedule to collect data and conducted a thematic content analysis of interview transcripts to identify particularly useful and less helpful aspects of the programme and ways that its future delivery may be improved. We conducted separate analyses on parent and psychologist data. The main findings were that parents considered the GSSTP to have helped them develop better self-regulation and behaviour management skills, which contributed to improved family relations. Negative aspects of the programme included the use of dated videos, the volume of programme content, the attrition rate and the shortcomings of the programme in meeting the complex needs of vulnerable families. Improvement suggestions included increasing flexibility of manualised content, providing follow-up support to vulnerable parents, incentivizing parents to attend and updating videos.

Barriers to Including Children with Disabilities in Egyptian Schools

2020 ◽  
pp. 000-000
Author(s):  
Elsayed Elshabrawi A. Hassanein ◽  
Taha Rabie Adawi ◽  
Evelyn S. Johnson
Keyword(s):  
Qualitative Study ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Children With Disabilities ◽  
Cultural Barriers ◽  
Teachers Perceptions ◽  
Inclusive Settings ◽  
Teachers Beliefs ◽  
Depth Interviews ◽  
Purposive Sample

Abstract This study set out to investigate teachers' perceptions of barriers to including children with disabilities in general schools in Egypt. This descriptive, qualitative study drew on a purposive sample of twelve general and special education teachers within two educational districts in Cairo, Egypt. Through in-depth interviews, teachers were asked about their perceptions of the barriers that hinder the implementation of inclusive education in Egypt. Four categories of barriers were identified: structural-organizational, personal, interpersonal and socio-cultural barriers. The findings showed that these barriers are related and interact to affect teachers' beliefs about the possibility of the implementation of inclusion in Egypt. In addition, the study argues that “barriers to inclusion” is a very complicated issue that includes many interrelated contextual factors that should be addressed to implement inclusion effectively. The results indicate that differential change procedures should be followed if we would like to enhance the learning of children with disabilities in inclusive settings.

Dental health professionals' treatment of children with disabilities: a qualitative study

2004 ◽  
Vol 62 (6) ◽  
pp. 319-327 ◽  
Author(s):  
Ulrika Hallberg ◽  
Margaretha Strandmark ◽  
Gunilla Klingberg
Keyword(s):  
Qualitative Study ◽  
Health Professionals ◽  
Children With Disabilities ◽  
Dental Health

scholarly journals Positioning of Korean Immigrant Mothers of Children with Disabilities

2017 ◽  
Vol 19 (3) ◽  
pp. 41 ◽  
Author(s):  
Jieun Kim ◽  
Sunyoung Kim
Keyword(s):  
Children With Disabilities ◽  
Positioning Theory ◽  
Research Approach ◽  
Korean Immigrant ◽  
Social Skill Development ◽  
Immigrant Mothers ◽  
Future Success ◽  
Wide Range ◽  
American Schools ◽  
Korean Immigrant Mothers

This study examines the ways in which Korean immigrant mothers take up roles to position themselves while they engage in their children’s education across a wide range of settings—academic, social, and linguistic. Data sources included interviews with four Korean mothers, home and community observations, and field notes. Positioning theory is a research approach that provides a useful analytic means for understanding positioning of Korean immigrant mothers as being parents of children with disabilities attending American schools. The results demonstrate that Korean immigrant mothers seek to learn how to be supportive mothers of children with disabilities by negotiating and facilitating contextual affordances and limitations between home, school, and community in order to obtain valuable potential resources for their children’s linguistic repertories and social skill development and their future success. 

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