Parents of high-ability students with disabilities (i.e., twice-exceptional) play a crucial role in their children’s home and educational environments. In addition, parents’ sociocultural contexts, including race and ethnicity, can influence their parenting practice. We conducted interviews with 10 Asian American parents from diverse ethnic backgrounds and analyzed the interview transcripts by using a phenomenological framework and general inductive approach. Themes identified included the parents’ recognition of and reaction to twice-exceptionality, challenges and efforts in supporting their children, and perception of their sociocultural contexts in relation to parenting practices. The Asian American parents in this study developed resilient parenting styles and persistent advocacy efforts as they navigated the complex characteristics of twice-exceptionality within their multilayered cultural contexts. Findings are particularly important for practitioners and educators who work with Asian American parents and/or high-ability children with disabilities to better address their complex needs.

中文翻译：

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“没有什么是完全合适的”：双重特殊儿童的亚裔美国父母的经历

高能力残疾学生（即两次例外）的父母在孩子的家庭和教育环境中发挥着至关重要的作用。此外，父母的社会文化背景，包括种族和民族，会影响他们的养育方式。我们对来自不同种族背景的 10 位亚裔美国父母进行了采访，并使用现象学框架和一般归纳方法分析了采访记录。确定的主题包括父母对双重例外的认识和反应、支持孩子的挑战和努力，以及对与养育做法相关的社会文化背景的看法。本研究中的亚裔美国父母在他们多层次的文化背景中驾驭双重例外的复杂特征时，他们形成了弹性的养育方式和坚持不懈的倡导努力。对于与亚裔美国父母和/或高能力残疾儿童合作以更好地满足他们复杂需求的从业者和教育者来说，调查结果尤其重要。