Experiences of Chinese Parents of Children with Autism Spectrum Disorder Advocating for Inclusive Education

Abstract

The purpose of this study is to gain an understanding of Chinese parents’ experiences advocating for their children with autism spectrum disorder to be educated in a regular classroom setting. Sixteen parents of children with ASD in China were interviewed to understand their experiences with the ‘learning in the regular classroom policy’(LRC)and its implementation. Our findings revealed three themes: (a) guanxi (social capital) is critical for parental advocacy, (b) Parents’ commentary on educational rights features a self-deprecating tone, and (c) parents indicate they accept and even agree with the stigma attached to children with ASD. The interpretive phenomenological analysis approach is used to gain insight into the policy implementation of inclusive education in China from the perspective of parents. This study demonstrates the toll that social stigma takes on parents when they interact with the Chinese school system within the context of LRC.