Transition to Adulthood: Perspectives of Korean Immigrant Parents of Individuals With Intellectual and Developmental Disabilities

2021 ◽  
pp. 216514342110434
Author(s):  
Irang Kim ◽  
Sarah Dababnah
Keyword(s):  
Developmental Disabilities ◽  
Transition To Adulthood ◽  
Culturally Responsive ◽  
Ethnically Diverse ◽  
The United States ◽  
Immigrant Parents ◽  
Intellectual And Developmental Disabilities ◽  
Korean Immigrant ◽  
Culturally Responsive Practice ◽  
Korean Immigrant Parents

As the United States grows more racially and ethnically diverse, Koreans have become one of the largest ethnic minority populations. We conducted this qualitative study to explore the perspectives of Korean immigrant parents about their child’s future and the factors that shape those perspectives. We used modified grounded theory methods. Twenty Korean immigrant parents of children and adults with intellectual and developmental disabilities participated in the study. Four themes emerged: navigating complicated and limited service systems, maintaining safety and relationships through work and higher education, ongoing parental care at home, and the need for culturally relevant adult services. We discuss implications for culturally responsive practice and inclusive research.

Korean Immigrant Parents' Involvement in Children's Biliteracy Development in the U.S. Context

2019 ◽  
pp. 171-186
Author(s):  
Hyesun Cho ◽  
Kwangok Song ◽  
Ji-Yeon Lee
Keyword(s):  
English Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Immigrant Families ◽  
The United States ◽  
Immigrant Parents ◽  
Korean Immigrant ◽  
Biliteracy Development ◽  
Korean Immigrant Parents ◽  
Bilingual Literacy

Drawing on the experiences of Korean immigrant families in the United States, this chapter highlights the importance of parental involvement in the bilingual literacy development of young English language learners. Findings of two projects on Korean parents' engagement in Korean and English language development at home are presented. These findings yield several insights into Korean immigrant parents' perspectives of and experiences in supporting their children's biliteracy development. This chapter suggests not only the importance of parental role but also the teachers' role in bilingual literacy development among young children. Suggestions for educators to support immigrant families to enhance their children's biliteracy learning are provided.

Korean Immigrant Parents' Involvement in Children's Biliteracy Development in the U.S. Context

2018 ◽  
pp. 344-359 ◽  
Author(s):  
Hyesun Cho ◽  
Kwangok Song ◽  
Ji-Yeon Lee
Keyword(s):  
English Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Immigrant Families ◽  
The United States ◽  
Immigrant Parents ◽  
Korean Immigrant ◽  
Biliteracy Development ◽  
Korean Immigrant Parents ◽  
Bilingual Literacy

Drawing on the experiences of Korean immigrant families in the United States, this chapter highlights the importance of parental involvement in the bilingual literacy development of young English language learners. Findings of two projects on Korean parents' engagement in Korean and English language development at home are presented. These findings yield several insights into Korean immigrant parents' perspectives of and experiences in supporting their children's biliteracy development. This chapter suggests not only the importance of parental role but also the teachers' role in bilingual literacy development among young children. Suggestions for educators to support immigrant families to enhance their children's biliteracy learning are provided.

Participatory, art-based appreciative inquiry with artists labelled/with intellectual and developmental disabilities

2021 ◽  
Vol 00 (00) ◽  
pp. 1-17
Author(s):  
Sara Miller
Keyword(s):  
Developmental Disabilities ◽  
Appreciative Inquiry ◽  
The United States ◽  
Intellectual And Developmental Disabilities ◽  
Community Based ◽  
Participatory Art ◽  
The Future ◽  
Online Methods ◽  
And Control ◽  
Community Access

People labelled/with intellectual and developmental disabilities (IDD) participate in community-based studio programming across the United States, yet their experiences and preferences for studio programming are not well known. The goal of this research was to learn what artists in a community-based studio think is important about their studio and what they want to change in the future. Using art-based appreciative inquiry and online methods, the artists were prompted to talk and create artwork about ‘what is most important’ in the studio and ‘what we want for the future’. The artists reported that the most important aspects of the studio are the staff and their friends at the studio and the opportunity to make art that is motivated by their interests. The wishes expressed by the artists included increased opportunities to be social, to make more money, to have more community access and more choice and control in the studio.

Asian Immigrant Parents’ Role Enactment While Accessing and Using Services for Their Child With Developmental Disabilities in the United States: A Meta-Synthesis Study

2020 ◽  
Vol 30 (11) ◽  
pp. 1632-1646
Author(s):  
I-Ting Hwang ◽  
Jessica M. Kramer ◽  
Ellen S. Cohn ◽  
Linda L. Barnes
Keyword(s):  
United States ◽  
Developmental Disabilities ◽  
Role Theory ◽  
The United States ◽  
Comparative Approach ◽  
Immigrant Parents ◽  
Parental Role ◽  
Asian Immigrant ◽  
Role Enactment ◽  
Acculturation Theory

We conducted a meta-synthesis to explore how Asian immigrant parents in the United States enact their perceived parental role while using health and educational services for their child with developmental disabilities. We identified 11 qualitative studies for analysis, and examined these studies using a constant comparative approach and thematic analysis informed by role theory and acculturation theory. Based on our analysis, five themes related to parents’ role enactment emerged: (a) parents perceive a multifaceted parental role; (b) parents’ individual factors influence their role enactment; (c) system factors influence parents’ role enactment; (d) parents use coping strategies to address role dissatisfaction; and (e) parental role enactment is a continuously evolving process influenced by acculturation, which spirals them toward their ultimate goal of helping their child thrive. Findings can inform practitioners’ and researchers’ understanding of how to create a culturally safe environment to support Asian immigrant parents in realizing their parental role.

Employment: Renewed Investments

Inclusion ◽  
2013 ◽  
Vol 1 (1) ◽  
pp. 7-16 ◽  
Author(s):  
David M. Mank ◽  
Teresa A. Grossi
Keyword(s):  
United States ◽  
Developmental Disabilities ◽  
Supported Employment ◽  
The United States ◽  
Intellectual And Developmental Disabilities ◽  
Integrated Employment ◽  
Fair Pay

Abstract Supported employment for people with intellectual and developmental disabilities emerged in the 1980s, clearly showing the untapped potential of people to work productively in integrated jobs. Expanding across the United States and other countries, supported employment was shown to be an effective approach to employment across communities and cultures. While supported employment has expanded little in the last decade, there is a renewed investment nationwide and in some other countries. The renewed developments include improvements in supported employment methods, interest in funding based on outcomes rather than services, concern about the persistence of segregated workshops, the need for qualified supported employment personnel, investment in Employment First policies in states, the emergence of litigation promoting integrated employment over segregation, renewed investment in transition, investments in other countries, and the increasingly clear voice of self-advocates with intellectual and developmental disabilities calling for community jobs and fair pay. While there is renewed interest in supported employment, threats remain to further improvement and expansion that must also be addressed.

scholarly journals COVID-19 mortality rates for persons with intellectual and developmental disabilities

2021 ◽  
Vol 2 (1) ◽  
pp. 179-183
Author(s):  
Mark D. Davis ◽  
Scott Spreat ◽  
Ryan Cox ◽  
Matthew Holder ◽  
Kathryn M. Burke ◽  
...  
Keyword(s):  
United States ◽  
Developmental Disabilities ◽  
General Population ◽  
General Public ◽  
The United States ◽  
Mortality Rates ◽  
Intellectual And Developmental Disabilities ◽  
Time Points ◽  
Probability Of Death ◽  
Over Time

People with intellectual and developmental disabilities (IDD) appear to have an increased probability of death from COVID-19 once infected. We report infection and mortality rates for people with IDD compared to the general population of eight states at two time points during the COVID-19 pandemic. Note that these eight states contain approximately 1/3 of the population of the United States. These data suggest individuals with IDD are less likely to be infected with the COVID-19 virus (5.62%) than the general public (7.57%). However, while mortality rates for both groups have declined over time, people with IDD are over twice as likely (2.29) to die from the infection as members of the general public.

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