An Unheard Voice: Korean American Parents' Expectations, Hopes, and Experiences concerning Their Adolescent Child's Future

Abstract

Although research has indicated that parent participation is considered to be one of the most important elements of transition planning, there are a few studies that have sought to measure the involvement of culturally and linguistically diverse parents. Asian Americans are the most diverse of America's leading minority groups and one of the most poorly understood ethnic minorities. We interviewed 10 Korean American parents to understand their perspectives regarding the transition experiences of their children with disabilities. Through this qualitative study, five themes emerged: Parental perceptions of disability, experiences with advocacy, expectations for future living, connections with Korean communities, and family-professional partnerships. Implications for practice among educators to enhance the involvement of Korean American parents in the development of long range plans that will affect the postschool outcomes of their children with disabilities will be discussed.

Parent Involvement in the Transition Process of Children With Intellectual Disabilities: The Influence of Inclusion on Parent Desires and Expectations for Postsecondary Education

“…Parent involvement in transition planning includes the means by which parents access information about postschool education and available career options for their young adult's future (Griffin, McMillan, & Hodapp, ). Parents may find they must advocate for and initiate that access as part of their involvement in transition planning (Kim, Lee, & Morningstar, ). Increased parental involvement in transition planning may be a function of IDEA that encourages active participation by the parents (Kraemer & Blacher, ).…”

“…Actions to obtain information and facilitate successful transition often “depend too much on the resources and the resourcefulness of the individuals concerned and their families” (OECD, , p. 10). Parents advise others to be proactive in their transition participation and to seek out other nonschool‐related problem‐solving networks of families of young adults with ID through electronic mailing lists, advocacy organizations, and disability support groups that provide interconnections to parents and professionals with first‐hand experience (Cloth, ; Kim, Lee, & Morningstar, ).…”

The Determination of the Needs of the Families with a Mentally Handicapped Child According to Their Mood

“…This difficulty is caused in said space family can be shown as to indicate more intensive requirementp. In addition, Kim, Lee & Morningstar (2007;p. 259) have demostrated a conclusion; the parents' perceptions of their child's disability and having positive or negative outlook to the future are effected largely from their parentp.…”

Self-Determination of Young Children With Special Needs From Culturally and Linguistically Diverse Backgrounds

“…Several articles have revealed the gaps in professional-parent partnerships during the transition process (Geenen, Powers, Vasquez, & Bersani, 2003;Hogansen, Powers, Geenen, Gil-Kashiwabara, & Powers, 2008;Kim, Lee, & Morningstar, 2007). Several articles have revealed the gaps in professional-parent partnerships during the transition process (Geenen, Powers, Vasquez, & Bersani, 2003;Hogansen, Powers, Geenen, Gil-Kashiwabara, & Powers, 2008;Kim, Lee, & Morningstar, 2007).…”

“…First, CLD parents tend to feel being discriminated when working with professionals in transition meetings (Geenen et al, 2003;Hogansen et al, 2008). In addition, CLD parents cannot get sufficient supports from professionals during the transition process (Geenen et al, 2003;Hogansen et al, 2008;Kim et al, 2007). When interacting with professionals, they also felt less respected than European American families (Geenen et al, 2003).…”