Transition to Adulthood for Youth with Developmental Disabilities: Perceptions of Korean Immigrant Mothers in the U.S.

Autor/in	Lee, Bora
Titel	Transition to Adulthood for Youth with Developmental Disabilities: Perceptions of Korean Immigrant Mothers in the U.S.
Quelle	(2019), (181 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Los Angeles
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0857-7415-4
Schlagwörter	Hochschulschrift; Dissertation; Immigrants; Korean Americans; Parents; Young Adults; Developmental Disabilities; Parent Attitudes; Success; Adjustment (to Environment); Family School Relationship; Readiness; Parent Role; Students with Disabilities; Transitional Programs; Individualized Education Programs; Equal Education; Inclusion; Student Evaluation; Parent Participation; Teacher Participation; Financial Support; Social Bias; Cultural Differences; Language Usage; Barriers; Mothers; Cultural Relevance; Student Needs; Clinical Diagnosis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Immigrant; Immigrantin; Immigranten; Eltern; Young adult; Junger Erwachsener; Entwicklungsstörung; Elternverhalten; Erfolg; Parental role; Elternrolle; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Inklusion; Schulnote; Studentische Bewertung; Elternmitwirkung; Finanzielle Förderung; Kultureller Unterschied; Sprachgebrauch; Mother; Mutter
Abstract	The purpose of this study was to collect and explore the stories of Korean immigrant parents of young adults with developmental disabilities as they transition to adulthood and how their attitudes and perceptions of disabilities have an impact on their youths' post-school experiences. Qualitative in-depth interviews with five Korean immigrant mothers of children with developmental disability were conducted. The study aimed to identify: (a) the factors reported by Korean immigrant parents of young adults with developmental disabilities as critical for successful or unsuccessful transitions to adulthood; (b) how Korean immigrant parents define transition success for their children; (c) the mechanisms within home-school connections that Korean immigrant parents deem necessary to ensure that Korean young adults with developmental disabilities experience successful transition; and (d) how traditional roles and expectations for Korean parents supporting a child with a disability shape the child's educational outcomes (K-22 outcome vs. post-secondary outcome)? The interpretive analytical paradigm for data analysis was used in order to identify patterns in the data and common themes, and to develop an understanding of the meaning of participants' stories. The results of the interviews showed clear evidence that Korean-American students with disabilities can achieve a successful transition when various success factors are in place: thoughtfully developed IEPs, FAPE, LRE, appropriate evaluation, continuous parent and teacher participation, more financial support, overcoming stigma, language and cultural barriers. Definition of transition success varied by mothers. Participants reported that early diagnosis and culturally sensitive support services were needed to ensure successful transition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01