Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Jessica TUPOU |
Documents disponibles écrits par cet auteur (2)
Faire une suggestion Affiner la recherche
[article]
Titre : MÄori and autism: A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Jessica TUPOU, Auteur ; Sally CURTIS, Auteur ; Dorothy TAARE-SMITH, Auteur ; Ali GLASGOW, Auteur ; Hannah WADDINGTON, Auteur Article en page(s) : p.1844-1858 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder/epidemiology Humans Native Hawaiian or Other Pacific Islander New Zealand/epidemiology Prevalence autism spectrum disorders culture and ASD indigenous research scoping review Index. décimale : PER Périodiques Résumé : Most current approaches to identifying, researching and managing autism are based on Western views and understandings. However, different cultural groups may understand and approach autism differently. We searched a wide range of websites, academic journals and other sources for published information related to autism and MÄori, the indigenous people of Aotearoa/New Zealand. Our search identified 13 publications that addressed questions related to MÄori understandings of autism, MÄori prevalence rates and diagnostic and support services for MÄori. Overall, we found broad differences in MÄori and Western understandings of autism and slightly higher autism prevalence rates for MÄori than for non-MÄori New Zealanders. Findings also highlighted a need for diagnostic and support services that are both effective and culturally appropriate for MÄori. We discuss what these findings might mean for future research and the provision of services for MÄori with autism. En ligne : http://dx.doi.org/10.1177/13623613211018649 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-7 (October 2022) . - p.1844-1858[article] MÄori and autism: A scoping review [Texte imprimé et/ou numérique] / Jessica TUPOU, Auteur ; Sally CURTIS, Auteur ; Dorothy TAARE-SMITH, Auteur ; Ali GLASGOW, Auteur ; Hannah WADDINGTON, Auteur . - p.1844-1858.
Langues : Anglais (eng)
in Autism > 26-7 (October 2022) . - p.1844-1858
Mots-clés : Autism Spectrum Disorder Autistic Disorder/epidemiology Humans Native Hawaiian or Other Pacific Islander New Zealand/epidemiology Prevalence autism spectrum disorders culture and ASD indigenous research scoping review Index. décimale : PER Périodiques Résumé : Most current approaches to identifying, researching and managing autism are based on Western views and understandings. However, different cultural groups may understand and approach autism differently. We searched a wide range of websites, academic journals and other sources for published information related to autism and MÄori, the indigenous people of Aotearoa/New Zealand. Our search identified 13 publications that addressed questions related to MÄori understandings of autism, MÄori prevalence rates and diagnostic and support services for MÄori. Overall, we found broad differences in MÄori and Western understandings of autism and slightly higher autism prevalence rates for MÄori than for non-MÄori New Zealanders. Findings also highlighted a need for diagnostic and support services that are both effective and culturally appropriate for MÄori. We discuss what these findings might mean for future research and the provision of services for MÄori with autism. En ligne : http://dx.doi.org/10.1177/13623613211018649 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 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)
[article]
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
in Autism > 28-3 (March 2024) . - p.705-717[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