The Experience of Korean Immigrant Parents of Children with Autism: Partnership and Inclusion

This dissertation explored the collaborative experiences of Korean immigrant parents raising children with autism as they partner with teachers in inclusive educational settings. Despite the growing population of Asian immigrant families facing developmental disabilities, research remains limited on how Korean immigrant parents navigate teacher collaboration for special education services, particularly in inclusive education contexts. This study aimed to understand Korean immigrant parents' perspectives on effective partnerships with educators, including the benefits, challenges, and recommendations for improving inclusive education outcomes. Using transcendental phenomenological methodology (Moustakas, 1994), three in-depth interviews were conducted with Korean immigrant parents of children with autism who had experience collaborating with teachers in inclusive settings in the United States. Findings revealed that Korean immigrant parents (n = 11) emphasized the critical importance of culturally sensitive teaching practices that acknowledge Korean cultural values and communication styles. The study identified key facilitators of successful collaboration, including bilingual support, culturally competent educators, and family-centered approaches to inclusive education. Parents highlighted the need for teachers to understand Korean cultural perspectives on disability, family dynamics, and educational expectations. The research demonstrates that effective parent-teacher partnerships in inclusive education require intentional cultural responsiveness and systematic efforts to bridge cultural differences. These findings contribute to the literature on culturally responsive inclusive education and provide practical implications for preparing educators to work effectively with culturally and linguistically diverse families. The study recommends comprehensive cultural competency training and the development of culturally adapted collaboration frameworks to enhance inclusive education outcomes for future Korean immigrant families raising children with autism.

Author dc:creator

• Namhee Kim (26645)

• Korean Immigrant Parents of Children with Autism and Their Collaborative Experiences and Partnership with Teachers in Inclusive Education Settings

Statement dc:rights

• In Copyright

DOI dc:identifier

https://doi.org/10.25417/uic.30425194.v1

OAI identifier oai:identifier

oai:figshare.com:article/30425194