So Sin Sim

Bio: So Sin Sim is an academic researcher from Monash University. The author has contributed to research in topics: Mental health & Grounded theory. The author has an hindex of 1, co-authored 2 publications receiving 3 citations.

'From my world to yours…': exploring the availability of social networks among parents from culturally diverse backgrounds caring for children with developmental disabilities in Australia.

Abstract: This paper reports findings from an ethnographic study of families from culturally and linguistically diverse (CALD) families in Australia caring for children with disability. The study aimed to contribute insights into the unique experiences, challenges and supports that characterise experiences of families of a child with disability living in a country where the mainstream culture is different from their own. Four families from different cultural backgrounds participated in the study over a period of nine months. During this time, they participated in a series of semi-structured interviews during which they shared their encounters with formal early intervention services and reflected on important informal supports. Findings presented here indicate three key areas associated with accessing informal supports that can pose challenges for families who hold values that are different from those of the dominant culture: lack of social support; cultural adaptations, and socialization problems and coping strategies. The findings indicate that formal services could ameliorate feelings of social isolation by enabling parents to access informal supports such as parenting groups.

Nonmedical barriers and needs of rural children with disabilities and their families in Asia: A scoping review

Abstract: Children with disabilities encounter unique challenges in rural Asia, where community resources are often lacking. This study is the first scoping review to understand nonmedical barriers and needs perceived by rural children with disabilities and their families in Asian countries. A literature search was conducted among six major databases for peer-reviewed articles published between 1 January 2010 and 21 June 2022 and written in English. Based on predefined inclusion and exclusion criteria, 23 studies were identified and included in this review. The barriers and needs experienced by rural disabled children and their relatives are classified into family, school, community, and service levels. The review also highlights potential practice, policy, and research implications. To break down barriers and meet their needs, it is essential to take a holistic approach by supporting the family as a whole. In addition, to promote gender equity and prevent societal stigmatization and discrimination, policies and support programmes must be developed and implemented at the school and community levels. This review also identifies extant research gaps and suggests directions for future research, calling for more quantitative and mixed-method studies, the inclusion of experiences from all Asian countries, a focus on intersectionality, and more research on the pandemic's effects on these marginalized individuals.