Korean American Parents of Children with Developmental Disabilities Reveal Their Experiences Communicating with European American Rehabilitation Counsellors

2012 ◽  
Vol 18 (1) ◽  
pp. 50-59 ◽  
Author(s):  
Sungho Park ◽  
Martin Brodwin
Keyword(s):  
Developmental Disabilities ◽  
Ethnically Diverse ◽  
Linguistically Diverse ◽  
Korean American ◽  
Culturally And Linguistically Diverse ◽  
Rehabilitation Professionals ◽  
Community Rehabilitation ◽  
Research Findings ◽  
Rehabilitation Agency ◽  
Children With Developmental Disabilities

This study explored the consumer-reported communication patterns between rehabilitation professionals and ethnically diverse clients who are parents of children with developmental disabilities. Informants were Korean American mothers (n= 10) of children with developmental disabilities (n= 10) who were receiving services from a community rehabilitation agency. Interview data were collected and thematically analysed. The findings suggest that Korean American mothers were not likely to openly discuss possible options for their children with their rehabilitation counsellor. About 60% of participants stated that they worked with at least one counsellor whose communication they felt was ineffective. The findings of this study are congruent with the previous research findings that Koreans emphasize e harmonious relationships. Multicultural competences are important for counsellors with culturally and linguistically diverse clients.

Wading Through Quicksand: Making Sense of Minority Disproportionality in Identification of Emotional Disturbance

2017 ◽  
Vol 43 (1) ◽  
pp. 244-252 ◽  
Author(s):  
Amanda L. Sullivan
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Linguistically Diverse Students ◽  
Making Sense ◽  
Research Findings

The debate surrounding disproportionality in the identification of culturally and linguistically diverse students for special education, and in the category of emotional disturbance in particular, remains highly contentious, particularly as scholars grapple with the meaning and causes of disproportionality. In this article, I discuss assumptions underpinning this line of scholarship and implications for the meaning we make of research findings related to disparities in special education and students’ needs. Efforts to understand and address inequity must be juxtaposed with the imprecise, and at times inscrutable, conceptual, psychometric, procedural, and causal issues surrounding identification and potential disproportionality, even while maintaining a fundamental desire to benefit students.

The Effect of Enhanced Milieu Teaching on Vocabulary Acquisition for Korean American Children With Down Syndrome

2020 ◽  
pp. 002246692097345
Author(s):  
Sunyoung Kim ◽  
Veronica Y. Kang
Keyword(s):  
Down Syndrome ◽  
Linguistically Diverse ◽  
Korean American ◽  
Developmental Trajectory ◽  
Culturally And Linguistically Diverse ◽  
Children With Down Syndrome ◽  
Milieu Teaching ◽  
American Children ◽  
Korean American Children ◽  
Enhanced Milieu Teaching

Children with Down syndrome (DS) often exhibit delays in cognitive and linguistic development. In response to the increasing number of culturally and linguistically diverse populations with disabilities in the United States and need for evidence-based interventions with cultural adaptations, this study examined the effects of enhanced milieu teaching on targeted vocabulary acquisitions of four Korean American children with DS. Each child’s language preference, linguistic developmental trajectory, and preferred play themes/toys were considered as core methods of cultural adaptation. The results indicated that the use of targeted vocabularies increased among all children with DS and were maintained at higher levels than baseline. Implications for teaching language skills to culturally and linguistically diverse children with DS are discussed.

scholarly journals Culturally and linguistically diverse patient participation in glioma research

2014 ◽  
Vol 1 (3) ◽  
pp. 101-105 ◽  
Author(s):  
Zarnie Lwin ◽  
Alexander Broom ◽  
Rasha Cosman ◽  
Ann Livingstone ◽  
Kate Sawkins ◽  
...  
Keyword(s):  
Patient Participation ◽  
Research Participation ◽  
Linguistically Diverse ◽  
Cultural Barriers ◽  
Culturally And Linguistically Diverse ◽  
Trial Participation ◽  
Therapeutic Effects ◽  
Global Migration ◽  
Research Findings ◽  
Services Implementation

Abstract Marginal communities, such as culturally and linguistically diverse (CALD) patients, have significantly lower rates of recruitment, accrual, and retention in cancer clinical trials. A combination of language and cultural barriers means that trial participation from CALD communities remains at suboptimal levels, which in turn favors research findings that are biased towards therapeutic effects or toxicities within the context of non-CALD populations. Here we outline some key challenges and implications for CALD patient participation in glioma research in countries such as Australia, where English is the language of governance and health services implementation. We highlight multistakeholder interventions to improve both investigator recruitment and participation of CALD communities in future glioma research, particularly in this era when global migration has come of age. Enhancing research participation of CALD communities ensures not only wider understanding of genetic heterogeneity to improve glioma outcomes but also equity in access to care.

Culturally and Linguistically Diverse Populations: Serving GLBT Families in Our Schools

2009 ◽  
Vol 16 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Ashley M. Frazier
Keyword(s):  
Sexual Orientation ◽  
Cultural Competence ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Cultural Issues ◽  
Willingness To Disclose ◽  
Bisexual And Transgender ◽  
Societal Changes

Abstract School speech-language pathologists (SLPs) are increasingly likely to serve children of gay, lesbian, bisexual, and transgender (GLBT) parents or GLBT students as cultural and societal changes create growth in the population and increased willingness to disclose sexual orientation. The American Speech-Language-Hearing Association (ASHA) has a progressive nondiscrimination statement that includes sexual orientation as a protected status and strongly urges the membership to develop cultural competence as a matter of ethical service delivery. The purpose of this article is to describe cultural competence in relation to GLBT culture, discuss GLBT parent and student cultural issues as they are important in parent-school or student-school relations, and to provide suggestions for increasing sensitivity in these types of interactions. A list of resources is provided.

Practical Resources for Provision of Services to Culturally and Linguistically Diverse Users of AAC

2015 ◽  
Vol 22 (1) ◽  
pp. 25-39
Author(s):  
Elena Dukhovny ◽  
E. Betsy Kelly
Keyword(s):  
Best Practices ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Intervention Strategies ◽  
Culturally And Linguistically Diverse ◽  
Limited Resources ◽  
Flexible Systems ◽  
Alternative Communication ◽  
Practical Applications ◽  
Provision Of Services

According to the 2010 U.S. Census, over 20% of Americans speak a language other than English in the home, with Spanish, Chinese, and French being the languages most commonly spoken, aside from English. However, few augmentative and alternative communication (AAC) systems offer multilingual support for individuals with limited functional speech. There has been much discussion in the AAC community about best practices in AAC system design and intervention strategies, but limited resources exist to help us provide robust, flexible systems for users who speak languages other than English. We must provide services that take into consideration the unique needs of culturally and linguistically diverse users of AAC and help them reach their full communication potential. This article outlines basic guidelines for best practices in AAC design and selection, and presents practical applications of these best practices to multilingual/multicultural clients.

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