Three Stories of Immigrant Korean Families of Children with Special Needs during Their Children’s Transition to Preschool Special Education Programs
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The purpose of this qualitative multi-case study was to examine how three immigrant Korean families of children with disabilities dealt with entry into the special education system. Through direct observations, interviews, and document analysis, each family’s transition experiences as well as cross-case analysis among the three families were described in detail. The findings indicate the salient issues of early childhood special education programs, the unique challenges faced in meeting the needs of children’s disabilities and the bilingual and cultural needs of immigrant Korean families. The stories of each family in this study provided different perspectives on Asian American families whose voices have not been heard due to the notion of Asian Americans as “model minorities” with high academic achievement in the U.S. Although the three immigrant Korean families in this study cannot represent all Asian American or minority families in the U.S., their voices and stories will contribute to an understanding of the challenges faced in dealing with entry into the special education system with limited English proficiency and a lack of cultural understanding, which many families from culturally and linguistically diverse backgrounds may share. The three immigrant Korean families in this study cannot represent all Asian American or minority families in the U.S. However their voices and stories will contribute to an understanding of the challenges faced in dealing with entry into the special education system with limited English proficiency and a lack of cultural understanding, which many families from culturally and linguistically diverse backgrounds may share.
Abstract
The purpose of this qualitative multi-case study was to examine how three immigrant Korean families of children with disabilities dealt with entry into the special education system. Through direct observations, interviews, and document analysis, each family’s transition experiences as well as cross-case analysis among the three families were described in detail. The findings indicate the salient issues of early childhood special education programs, the unique challenges faced in meeting the needs of children’s disabilities and the bilingual and cultural needs of immigrant Korean families. The stories of each family in this study provided different perspectives on Asian American families whose voices have not been heard due to the notion of Asian Americans as “model minorities” with high academic achievement in the U.S. Although the three immigrant Korean families in this study cannot represent all Asian American or minority families in the U.S., their voices and stories will contribute to an understanding of the challenges faced in dealing with entry into the special education system with limited English proficiency and a lack of cultural understanding, which many families from culturally and linguistically diverse backgrounds may share. The three immigrant Korean families in this study cannot represent all Asian American or minority families in the U.S. However their voices and stories will contribute to an understanding of the challenges faced in dealing with entry into the special education system with limited English proficiency and a lack of cultural understanding, which many families from culturally and linguistically diverse backgrounds may share.
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