The finding that in China, parents of children with mental retardation experienced greater degrees of stress than parents of children with sensory impairment may be related to the traditional social expectations and hence the curriculum provided for students in school. In China, school-age children are expected to fulfill their responsibility and obligation to the family primarily through successful academic achievement. A child s academic success is a major source of parental pride. However, children with mental retardation are incapable of doing age-appropriate academic works. A broader curriculum, in contrast, is provided for students with visual impairments.
Vocational training is emphasized for students with visual or hearing impairments in China.
Naturally, Chinese parents consider mental retardation as a more severe disability than visual or hearing impairments, and as a result feel greater stress when compared to parents of children with visual or hearing impairments. The results of this study have important implications for education and further research. Educational practice must support parents who have children with disabilities. Programs for helping parents manage child-related stress should be provided in schools or in the community. Parents of children with mental retardation especially need such support.