TY - JOUR
T1 - Disability and stigma
T2 - How japanese educators help parents accept their Children's Differences
AU - Kayama, Misa
AU - Haight, Wendy
PY - 2014/1
Y1 - 2014/1
N2 - In this report, part of a larger ethnographic study, the authors examined the support Japanese elementary school educators provide to parents of children with relatively mild cognitive and behavioral disabilities, such as learning disabilities, attention deficit/hyperactivity disorders, and high-functioning autism. Conditions that affect children's learning and behaviors are widespread, but cultures vary in responses to children with such difficulties and their families. In many cultures, disability remains a sensitive issue due to lingering stigma. Japan's recent implementation of special education services for children with mild cognitive and behavioral disabilities provided a unique context in which to examine otherwise taken-for-granted beliefs and practices related to disability. Participant observations in a Japanese elementary school and individual interviews with educators and parents suggest that parents' sensitivity to other people's "eyes," or stigma, can be an obstacle to their acceptance of their children's need for special education, permission for their children to receive services, and collaboration with educators. Educators supported parents through a steadfast focus on emotional support, communication, relationship building, and partnerships. Japanese practices and adults' reflections on stigma provide a broader context for international, school, and other social workers to reflect on their own beliefs and practices with families of children with disabilities.
AB - In this report, part of a larger ethnographic study, the authors examined the support Japanese elementary school educators provide to parents of children with relatively mild cognitive and behavioral disabilities, such as learning disabilities, attention deficit/hyperactivity disorders, and high-functioning autism. Conditions that affect children's learning and behaviors are widespread, but cultures vary in responses to children with such difficulties and their families. In many cultures, disability remains a sensitive issue due to lingering stigma. Japan's recent implementation of special education services for children with mild cognitive and behavioral disabilities provided a unique context in which to examine otherwise taken-for-granted beliefs and practices related to disability. Participant observations in a Japanese elementary school and individual interviews with educators and parents suggest that parents' sensitivity to other people's "eyes," or stigma, can be an obstacle to their acceptance of their children's need for special education, permission for their children to receive services, and collaboration with educators. Educators supported parents through a steadfast focus on emotional support, communication, relationship building, and partnerships. Japanese practices and adults' reflections on stigma provide a broader context for international, school, and other social workers to reflect on their own beliefs and practices with families of children with disabilities.
KW - Japan
KW - cognitive and behavioral disabilities
KW - special education
KW - stigma-sensitive practice
KW - support for families
UR - http://www.scopus.com/inward/record.url?scp=84893827575&partnerID=8YFLogxK
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U2 - 10.1093/sw/swt027
DO - 10.1093/sw/swt027
M3 - Article
C2 - 24640228
AN - SCOPUS:84893827575
SN - 0037-8046
VL - 59
SP - 24
EP - 33
JO - Social Work (United States)
JF - Social Work (United States)
IS - 1
ER -