Supporting tamariki takiw?tanga M?ori (autistic M?ori children): Exploring the experience of early childhood educators / Jessica TUPOU in Autism, 28-3 (March 2024)  

Public ISBD [article]  inAutism > 28-3 (March 2024) . - p.705-717 Titre : Supporting tamariki takiw?tanga M?ori (autistic M?ori children): Exploring the experience of early childhood educators Type de document : Texte imprimé et/ou numérique Auteurs : Jessica TUPOU, Auteur ; Chevelle ATAERA, Auteur ; Carla WALLACE-WATKIN, Auteur ; Hannah WADDINGTON, Auteur Article en page(s) : p.705-717 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  cultural perspective  education services  preschool children  qualitative research Index. décimale : PER Périodiques Résumé : The experience of the many autistic children who attend inclusive early childhood education settings is largely shaped by the knowledge and attitudes of the educators who support them. Autistic children from under-represented ethnic groups, such as autistic M?ori, are likely to face additional challenges and educators need to consider strategies to support their cultural development. We conducted in-depth, semi-structured interviews with 12 educators with recent experience supporting tamariki takiw?tanga M?ori (autistic M?ori children) in inclusive early childhood settings. Data were analysed using reflexive thematic analysis resulting in three themes and seven subthemes. Overall, participants' understandings of autism aligned with the neurodiversity perspective, and there were similarities between neurodiversity and M?ori perspectives. Participants wanted more training and resources drawn from a M?ori worldview and available in te reo M?ori (the M?ori language). These findings have important implications for practice and future research. Lay Abstract The knowledge and attitudes of educators can have a strong influence on the experiences of autistic children who attend inclusive early childhood settings. Autistic children from under-represented ethnic groups, for example, tamariki takiw?tanga M?ori (autistic M?ori children), are likely to face extra challenges and educators need to consider ways to support their cultural development. For this study, we interviewed 12 educators with recent experience supporting tamariki takiw?tanga M?ori in inclusive early childhood settings. We constructed three themes and seven subthemes from the interview data. We found that educators' understandings of autism were mostly in line with the neurodiversity perspective, which views autism as a difference, not a disorder. We also found similarities between the neurodiversity perspective and M?ori perspectives of autism and a need for more training and resources based upon a M?ori world view and available in te reo M?ori (the M?ori language). En ligne : https://dx.doi.org/10.1177/13623613231181622 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 [article] Supporting tamariki takiw?tanga M?ori (autistic M?ori children): Exploring the experience of early childhood educators [Texte imprimé et/ou numérique] / Jessica TUPOU, Auteur ; Chevelle ATAERA, Auteur ; Carla WALLACE-WATKIN, Auteur ; Hannah WADDINGTON, Auteur . - p.705-717. Langues : Anglais (eng) in Autism > 28-3 (March 2024) . - p.705-717 Mots-clés : autism spectrum disorders  cultural perspective  education services  preschool children  qualitative research Index. décimale : PER Périodiques Résumé : The experience of the many autistic children who attend inclusive early childhood education settings is largely shaped by the knowledge and attitudes of the educators who support them. Autistic children from under-represented ethnic groups, such as autistic M?ori, are likely to face additional challenges and educators need to consider strategies to support their cultural development. We conducted in-depth, semi-structured interviews with 12 educators with recent experience supporting tamariki takiw?tanga M?ori (autistic M?ori children) in inclusive early childhood settings. Data were analysed using reflexive thematic analysis resulting in three themes and seven subthemes. Overall, participants' understandings of autism aligned with the neurodiversity perspective, and there were similarities between neurodiversity and M?ori perspectives. Participants wanted more training and resources drawn from a M?ori worldview and available in te reo M?ori (the M?ori language). These findings have important implications for practice and future research. Lay Abstract The knowledge and attitudes of educators can have a strong influence on the experiences of autistic children who attend inclusive early childhood settings. Autistic children from under-represented ethnic groups, for example, tamariki takiw?tanga M?ori (autistic M?ori children), are likely to face extra challenges and educators need to consider ways to support their cultural development. For this study, we interviewed 12 educators with recent experience supporting tamariki takiw?tanga M?ori in inclusive early childhood settings. We constructed three themes and seven subthemes from the interview data. We found that educators' understandings of autism were mostly in line with the neurodiversity perspective, which views autism as a difference, not a disorder. We also found similarities between the neurodiversity perspective and M?ori perspectives of autism and a need for more training and resources based upon a M?ori world view and available in te reo M?ori (the M?ori language). En ligne : https://dx.doi.org/10.1177/13623613231181622 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523

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