Korean American Mothers' Experiences of the Transition from School into Adulthood for Their Child with Disabilities

Bibliographic Data

ID5935293
AuthorsKyeong-Hwa Kim (0000-0002-9627-1168, Konkuk University, corresponding author), Hyunsoo Kwon (Sejong University)
Year2023
Volume12
Issue10
Pages580
Publication date2023-10-19
Open AccessYes
TypeARTICLE
VenueSocial Sciences (JOURNAL)
Journal identifiersISSN: 2076-0760 • E-ISSN: 2076-0760
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/socsci12100580
OpenAlexW4387780978
LanguageEN
Citations received1
References cited14

In order to better understand how Korean American students with disabilities go through transitions and how education and services can more effectively target them, this study was designed to examine Korean American parents' perceptions of transition experiences for their child with disabilities through collecting qualitative data. To achieve the purposes of the research, 9 mothers of Korean American young adults with disabilities aged 18-25 were interviewed. Overall, five themes emerged from the qualitative analysis: the importance and shortcomings of a transition program for students with disabilities aged 18-21, use of an ethnic informal organization, mothers' readiness for the future, professionals' negative attitudes, and transition planning. The findings were discussed to enhance the involvement of Korean American parents in the development of a long-range plan that will affect the postschool outcomes of their children with disabilities

Affect (linguistics · Developmental psychology · Ethnic group · Inclusion (mineral · Perception · Political science · Qualitative research · Transition (genetics · Collaborative Teaching and Inclusion · Disability Education and Employment · Family and Disability Support Research · Psychology · Social Psychology

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