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 the parental stress in Mainland Chinese. Qualitative findings reveal the cultural construction of parental stress and parents’ discourses about their children, parent’s’stress levels and reactions to social pressure. Critical discourse analysis enables exploration of the underlying social, cultural and educational structure which contribute to parental stress. Cultural themes identified include cultural construction of family school relationships, success in Chinese society and parental roles. Cultural understanding of Chinese parents gives informs the implicit assumptions made in social practice and how language is used in a context to justify a practice of inequality. The findings have important implications for practice regarding the provision of supports and services for children with dyslexia and their families.

1. Increase understanding of needs of children with dyslexia and parental stress in China 2. Increase knowledge of cultural themes identified in Chinese context 3. Increase understanding of the service needs of children with dyslexia and their families