Supporting tamariki takiwātanga Māori (autistic Māori children): Exploring the experience of early childhood educators

Abstract

The experience of the many autistic children who attend inclusive early childhood education settings is largely shaped by the knowledge and attitudes of the educators who support them. Autistic children from under-represented ethnic groups, such as autistic Māori, are likely to face additional challenges and educators need to consider strategies to support their cultural development. We conducted in-depth, semi-structured interviews with 12 educators with recent experience supporting tamariki takiwātanga Māori (autistic Māori children) in inclusive early childhood settings. Data were analysed using reflexive thematic analysis resulting in three themes and seven subthemes. Overall, participants’ understandings of autism aligned with the neurodiversity perspective, and there were similarities between neurodiversity and Māori perspectives. Participants wanted more training and resources drawn from a Māori worldview and available in te reo Māori (the Māori language). These findings have important implications for practice and future research. Lay Abstract The knowledge and attitudes of educators can have a strong influence on the experiences of autistic children who attend inclusive early childhood settings. Autistic children from under-represented ethnic groups, for example, tamariki takiwātanga Māori (autistic Māori children), are likely to face extra challenges and educators need to consider ways to support their cultural development. For this study, we interviewed 12 educators with recent experience supporting tamariki takiwātanga Māori in inclusive early childhood settings. We constructed three themes and seven subthemes from the interview data. We found that educators’ understandings of autism were mostly in line with the neurodiversity perspective, which views autism as a difference, not a disorder. We also found similarities between the neurodiversity perspective and Māori perspectives of autism and a need for more training and resources based upon a Māori world view and available in te reo Māori (the Māori language).

Adaptation of the Parents Taking Action program for Diné (Navajo) parents of children with autism

“…Additional work may, therefore, be warranted to ensure that the PTA materials include as culturally responsive as possible language and potentially additional translation in written or audio format. Findings from the parent interviews in this study parallel findings from recent qualitative research conducted with inclusive early childhood educators providing services to autistic Māori children in that the educators interviewed expressed a need for more training and resources reflective of the Māori worldview and language (Tupou et al, 2023). Earlier and related work has further highlighted how effective interventions for autistic Māori children are connected to the Māori worldview and by gathering and integrating the perspectives of Māori families (Berryman and Woller, 2013).…”

“…These titles were shown to parent participants during the interview component of this study. (Frankland et al, 2004), which is to some extent aligned with the worldview of other Indigenous communities such as the Māori (Berryman and Woller, 2013;Tupou et al, 2023). For this reason and given preferences expressed by this project's community advisory board members and this paper's authors who identify as Diné, person first language is used when referring to children with autism.…”

“…Nevertheless, we recognize that the use of identity first language (i.e., autistic children) is part of the neurodiversity movement and reflects that autism is a social identity and culture (Botha and Gillespie-Lynch, 2022). We further understand that identity first language may be preferred by members of the larger autistic community including other Indigenous populations such as the Māori (Tupou et al, 2023).…”