The needs of children with dyslexia and parental stress in Mainland China

Abstract

This study reveal an investigation of the needs of children with dyslexia and theparental stress in Mainland Chinese. Qualitative findings reveal the culturalconstruction of parental stress and parents’ discourses about their children, parent’s’stress levels and reactions to social pressure. Critical discourse analysis enablesexploration of the underlying social, cultural and educational structure whichcontribute to parental stress. Cultural themes identified include cultural constructionof familyschool relationships, success in Chinese society and parental roles. Culturalunderstanding of Chinese parents gives informs the implicit assumptions made insocial practice and how language is used in a context to justify a practice ofinequality. The findings have important implications for practice regarding theprovision of supports and services for children with dyslexia and their families.1. Increase understanding of needs of children with dyslexia and parental stress inChina2. Increase knowledge of cultural themes identified in Chinese context3. Increase understanding of the service needs of children with dyslexia and theirfamilies.Dr. Kitty Mo was born in Hong Kong. In 2016, she joined the Caritas Institute ofHigher Education, where she served as the program leader of a social work degreeprogram. She has been involved in collaborative research projects financed bygovernment and university. Her research topics are social work supervision,management, organizational development, and special educational needs of children.