Asian Indian Families' Experiences with Autism, Neurodiversity, and Language Intervention in the United States

Abstract

Autism research in the field of communication science disorders (CSD) has insufficient representation of cultural perspectives. Research through an intersectionality lens can better inform training, practice and policies for CSD, specifically in the U.S., where families seeking SLP services represent a wide range of racial and cultural identities. Using a qualitative methodology, this dissertation explored the lived experiences of Asian Indian families with autistic children to gain insight into cultural and linguistic factors that may influence how these families approach and engage with speech-language therapy services, and how cultural contexts shape their understanding of the concepts of disability, autism, and neurodiversity-affirming care. Fourteen mothers and two fathers from six states across the U.S. participated in the study. Participant accounts were captured through semi-structured interviews. Three broad themes were identified: dissatisfaction with SLP services; the stigma of autism; and cultural factors can be both barriers and supports. Implications and recommendations for practice, training and research are provided.