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首页> 外文期刊>International Journal of Developmental Disabilities >Examining differences in empowerment, special education knowledge, and family-school partnerships among Latino and White families of children with autism spectrum disorder
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Examining differences in empowerment, special education knowledge, and family-school partnerships among Latino and White families of children with autism spectrum disorder

机译：在自闭症谱系疾病中审查赋权，特殊教育知识，特别教育知识和家庭学校伙伴关系的差异

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摘要

Compared to White families, Latino families of children with autism spectrum disorder (ASD) face systemic barriers when accessing services for their children. Although there is research about systemic barriers among Latino families, less is known about how Latino and White families differ with respect to special education knowledge, family-school partnerships, and empowerment-key traits to access services. In this study, we examined the differences between 44 White and 55 Latino families of children with ASD with respect to special education knowledge, family-school partnerships, and empowerment; we also examined the correlates of special education knowledge, family-school partnerships, and empowerment. Latino parents reported significantly less special education knowledge and less empowerment compared to White parents; notably, among Latino and White families of children with ASD, there was a significant, positive correlation between empowerment and family-school partnerships. Implications for research and practice are discussed.
机译：与白人家庭相比，拉丁裔家庭儿童患有自闭症谱系障碍（ASD）在为孩子提供服务时面临全身障碍。虽然有关于拉丁裔家庭中的系统障碍的研究，但少了解拉丁裔和白人家庭如何与特殊教育知识，家庭学校伙伴关系和赋权关键特征有何不同。在这项研究中，我们研究了特殊教育知识，家庭学校伙伴关系和赋权的亚当斯儿童44白人和55名拉丁裔家庭的差异;我们还研究了特殊教育知识，家庭学校伙伴关系和赋权的关联。拉丁美州父母报告与白人父母相比，较少的特殊教育知识和赋权较少;值得注意的是，在有ASD的儿童的拉丁裔和白人家庭中，赋权与家庭学校伙伴关系之间存在显着肯定的正相关。讨论了对研究和实践的影响。

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