ABSTRACT

In this qualitative constructivist study, 36 Israeli preschool teachers who work with children with autism spectrum disorder (ASD) were asked how they perceive the role of parents of children with ASD in their work. Data gathered in semi-structured in-depth interviews are analyzed via grounded theory. The findings show that preschool teachers attribute four roles to parents that complement four roles they attribute to themselves: they are trainers, with parents as their apprentices; service providers, with parents as their customers; therapists, with parents as their 'patients'; and full-fledged partners. When parents adhere to their assigned roles, teachers are empowered and their experiences validate and corroborate their own perceived roles. When parents transgress their assigned roles, teachers are affected negatively and most are disappointed and frustrated.

摘要

在这项定性的建构主义研究中，36 名从事自闭症谱系障碍 (ASD) 儿童工作的以色列学前教师被问及他们如何看待自闭症儿童的父母在他们的工作中所扮演的角色。通过扎根理论分析在半结构化深度访谈中收集的数据。调查结果表明，幼儿教师赋予父母四种角色，以补充他们赋予自己的四种角色：他们是培训师，父母是他们的学徒；服务提供商，以父母为客户；治疗师，父母是他们的“病人”；和成熟的合作伙伴。当父母坚持分配给他们的角色时，教师就会被赋予权力，他们的经历会验证和证实他们自己感知到的角色。当父母违背了他们的职责时，