東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Unheard voices: Korean immigrant mot...

Kim, Jeanie.

Linked to FindBook

Google Book

Amazon

博客來

Unheard voices: Korean immigrant mothers' experiences with the United States special education system.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Unheard voices: Korean immigrant mothers' experiences with the United States special education system./
Author:	Kim, Jeanie.
Description:	243 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Multicultural Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3589425
ISBN:	9781303279829

Unheard voices: Korean immigrant mothers' experiences with the United States special education system.
Kim, Jeanie.

Unheard voices: Korean immigrant mothers' experiences with the United States special education system. - 243 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2013.

This item must not be sold to any third party vendors.

The purpose of this study was to examine the experiences of Korean immigrant mothers of children with special needs in the New York metropolitan area in the special education process (e.g., referral, evaluation, meetings, services), and to better understand how these mothers perceive special education, disability, and their relationships with professionals. This study aimed to inform professionals with regard to how they can better support Korean immigrant families throughout the special education process, and to help Korean immigrant mothers to find their rights and become equal partners in order to promote active participation and build reciprocal relationships.

ISBN: 9781303279829Subjects--Topical Terms:

2122919
Multicultural Education.

Unheard voices: Korean immigrant mothers' experiences with the United States special education system.
LDR:03560nmm a2200361 4500 001 2058556
005 20150716112051.5
008 170521s2013 ||||||||||||||||| ||eng d
020 $a 9781303279829
035 $a (MiAaPQ)AAI3589425
035 $a AAI3589425
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kim, Jeanie. $3 3172529
245 1 0 $a Unheard voices: Korean immigrant mothers' experiences with the United States special education system.
300 $a 243 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Susan Recchia.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2013.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this study was to examine the experiences of Korean immigrant mothers of children with special needs in the New York metropolitan area in the special education process (e.g., referral, evaluation, meetings, services), and to better understand how these mothers perceive special education, disability, and their relationships with professionals. This study aimed to inform professionals with regard to how they can better support Korean immigrant families throughout the special education process, and to help Korean immigrant mothers to find their rights and become equal partners in order to promote active participation and build reciprocal relationships.
520 $a This qualitative study, which was framed within a critical theory paradigm, was conducted based on the assumption that some groups of people have more power than others. Multiple techniques were used to gather data including a series of in-depth interviews, casual conversations, email and/or phone exchanges, observations of a variety of meetings and pre/post conversations of observations, along with member checking methods to give some immigrants' voice.
520 $a Results from this study revealed that the promise of legislation of parent rights to be involved in their children's education as equal partners is not guaranteed in the field of special education. Despite many research studies documenting the significance of strengthening the role of parents of children with special needs from diverse cultures and ensuring they have opportunities to participate in their children's education, Korean immigrant mothers are marginalized in the United States special education system due to their limited knowledge of their rights and special education process, limited English proficiency, limited cultural capital, and the ways in which they are impacted by professional dispositions.
520 $a While much more work is needed to create equal partnerships between immigrant mothers and professionals, this study provides insights into how to build more effective relationships between families and schools, and how to increase understanding of what professionals and schools can potentially do to foster more supportive and effective relations with Korean immigrant mothers. The study also demonstrates ways for Korean immigrant mothers to get their voices heard by professionals and to be involved in their children's education as active participants.
590 $a School code: 0055.
650 4 $a Multicultural Education. $3 2122919
650 4 $a Special education. $3 516693
650 4 $a Early childhood education. $3 518817
650 4 $a Asian American studies. $3 2122841
690 $a 0455
690 $a 0529
690 $a 0518
690 $a 0343
710 2 $a Teachers College, Columbia University. $b Curriculum and Teaching. $3 2094400
773 0 $t Dissertation Abstracts International $g 74-11A(E).
790 $a 0055
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3589425