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This study mainly explored psychological stress caused by the COVID-19 among parents in developmental disabilities and how it was related to parents’ views of school success in mainland China. The Psychological Stress Questionnaire and Views of Social and Academic Success were administered to 1919 parents of children with developmental disabilities. Results showed that parent characteristics including gender, age, educational level, family income and job nature and children characteristics (i.e., disability types) were related to psychological stress caused by the COVID-19, and that psychological stress caused by the COVID-19 significantly negatively predicted parents’ views of school success. The contributions, limitations, and implications of the present research are discussed.

Parental involvement plays a vital role in the transition from kindergarten to primary school among children with intellectual and developmental disabilities (IDDs); this study aims to explore Chinese parents’ experiences of parental involvement during this period. Informed by interpretive phenomenological analysis, semi-structured, one-on-one interviews were held with 10 parents. Three major themes were identified: (1) “aggressive” involvement; (2) factors in transforming parental involvement; and (3) “rational” involvement. Participants reported their perceptions, attitudes, and parenting behaviors in different phases of involvement in the transition to primary school. These findings highlight the need to support parents of children with IDDs during this time of change.

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The development of sustainable early childhood education advocates for the holistic development of all children, including children with autism spectrum disorder (ASD). As an important indicator of children’s social development, peer relationships between children with and without ASD in inclusive kindergarten have not gained much attention. Adopting peer nomination, semi-structured interviews, and participant observations, this study described peer relationships between the two types of children in a Chinese inclusive kindergarten and explored its influential factors. Fourteen children with ASD, 12 children without ASD, 4 teachers, the principal of the kindergarten, and 4 parents of children with ASD participated in this study. The results indicated three types of peer relationships: rejected, neglected, and average. ASD children’s emotional and behavioral challenges, their limited social interaction skills, and teachers’ positive feedback on children with ASD were the major reasons for being labeled the above three types respectively. Furthermore, three protective factors (the rule of child pairing in the kindergarten, innovative curriculum and instructional design, and assistance from parents of ASD children) and three hindering factors (hierarchical roles of the children, the dominance of the medical model, and lack of professional knowledge and skills) of children’s peer relationships were identified. Implications and limitations are discussed.