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
-
Résultat de la recherche
1 recherche sur le mot-clé 'Latina mothers'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Special education experiences and stress among Latina mothers of children with autism spectrum disorder (ASD) / Kristina RIOS in Research in Autism Spectrum Disorders, 73 (May 2019)
[article]
Titre : Special education experiences and stress among Latina mothers of children with autism spectrum disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Kristina RIOS, Auteur ; Janeth ALEMAN-TOVAR, Auteur ; Meghan M. BURKE, Auteur Article en page(s) : 101534 Langues : Anglais (eng) Mots-clés : ASD Latina mothers IEP Maternal stress Index. décimale : PER Périodiques Résumé : Parent involvement is an essential component of the special education process for children with autism spectrum disorder (ASD). However, many parents face barriers to participation in the special education process. Latino parents especially face systemic barriers. Additionally, Latino (versus White) parents of children with ASD experience worse well-being. If special education experiences contribute to poor well-being among Latino parents of children with ASD, there could be widespread public health and education implications. Yet, little research has explored the intersection between special education experiences and well-being among Latina mothers of children with ASD. The purpose of this study was to explore maternal perceptions of stress in relation to individualized education program (IEP) meetings, special education knowledge, and family-professional partnerships. Individual interviews were conducted with 16 Latina mothers of children with ASD. Participants reported stress before, during, and after IEP meetings. There was a pattern between high stress and limited special education knowledge; however, there was no pattern with respect to the quality of the family-professional partnership and stress. Implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101534 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Research in Autism Spectrum Disorders > 73 (May 2019) . - 101534[article] Special education experiences and stress among Latina mothers of children with autism spectrum disorder (ASD) [Texte imprimé et/ou numérique] / Kristina RIOS, Auteur ; Janeth ALEMAN-TOVAR, Auteur ; Meghan M. BURKE, Auteur . - 101534.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 73 (May 2019) . - 101534
Mots-clés : ASD Latina mothers IEP Maternal stress Index. décimale : PER Périodiques Résumé : Parent involvement is an essential component of the special education process for children with autism spectrum disorder (ASD). However, many parents face barriers to participation in the special education process. Latino parents especially face systemic barriers. Additionally, Latino (versus White) parents of children with ASD experience worse well-being. If special education experiences contribute to poor well-being among Latino parents of children with ASD, there could be widespread public health and education implications. Yet, little research has explored the intersection between special education experiences and well-being among Latina mothers of children with ASD. The purpose of this study was to explore maternal perceptions of stress in relation to individualized education program (IEP) meetings, special education knowledge, and family-professional partnerships. Individual interviews were conducted with 16 Latina mothers of children with ASD. Participants reported stress before, during, and after IEP meetings. There was a pattern between high stress and limited special education knowledge; however, there was no pattern with respect to the quality of the family-professional partnership and stress. Implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101534 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421