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Hits 41 – 60 of 2.531

41	"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
	Edelstein, Benjamin Hrsg.; Fickermann, Detlef Hrsg.. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
	In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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42	An early intervention program for preschool children with developmental disorders: parents' experience ...
	Καραγιάννη, Πηνελόπη Τρύφωνα. - : Aristotle University of Thessaloniki, 2020
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43	Hidden Realities of Infant Feeding: Systematic Review of Qualitative Findings from Parents
	Anne M. Dattilo; Ryan S. Carvalho; Rubens Feferbaum...
	In: Behavioral Sciences ; Volume 10 ; Issue 5 (2020)
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44	Quality of Language in Spanish-Speaking Parents who are Learning English: Conversations with their Children
	Betances, Amber A
	In: FIU Electronic Theses and Dissertations (2020)
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45	Family Voices in Two-Way Dual Language Education
	Kramer Santamaria, Claudia. - 2020
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46	Negotiating epistemic authority in parent-teacher conferences: non-native parents reclaiming agency against the backdrop of linguistic and cultural differences
	Chiara Dalledonne Vandini,; Cino, Davide (orcid:0000-0001-9182-4045). - 2020
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47	Dificultades de lectoescritura en trastorno por déficit de atención e hiperactividad ; Literacy difficulties in attention deficit and hyperactivity disorder
	Moraleda Sepúlveda, Esther; Pulido García, Noelia; López Resa, Patricia. - : Asociación INFAD, 2020. : Universidad de Extremadura, 2020
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48	Down syndrome and parental depression: A double hit on early expressive language development.
	D'Souza, Hana; Lathan, Amanda; Karmiloff-Smith, Annette. - : Elsevier BV, 2020. : Res Dev Disabil, 2020
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49	Nuevas masculinidades en una muestra de libros álbum con padres gais: un análisis crítico multimodal
	Martínez Lirola, María. - : Ediciones de la Universidad de Castilla-La Mancha, 2020
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50	New Childhood Chronic Illness: PANS/PANDAS and the Impact on Family Functioning
	Dolce, Jamie L
	In: Master's Theses (2020)
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51	Training preservice SLPs’ family-centered skills (Mandak et al., 2020)
	Kelsey Mandak (4910788); David McNaughton (820964); Janice Light (820965). - 2020
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52	Developing a parent vocabulary checklist for young Indigenous children growing up multilingual in the Katherine region of Australia's Northern Territory
	Jones, Caroline (R8989); Collyer, Eugenie (R18886); Fejo, Jaidine (R18891). - : U.K., Taylor & Francis, 2020
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53	Evaluation of parent- and speech-language pathologist-delivered multiple oppositions intervention for children with phonological impairment : a multiple-baseline design study
	Sugden, Eleanor (R20307); Baker, Elise (R20118); Williams, A. Lynn. - : U.S., American Speech-Language-Hearing Association, 2020
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54	The Influence of Family on Children’s Second Language Learning
	Zhou, Yahan
	In: Major Papers (2020)
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55	Examining the Frequency, Patterns, and Functions of Code-Switching in Child-Directed Speech to Spanish-English Dual Language Learners
	Rodriguez , Alyssa. - : University of Oregon, 2020
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56	Communication in Young Children with Fragile X Syndrome: A Qualitative Study of Mothers’ Perspectives
	Brady, Nancy C.; Skinner, Debra; Roberts, Joanne. - : American Speech-Language-Hearing Association, 2020
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57	Challenges, coping and resilience in caring for children with disability among immigrant parents: a mixed methods study
	Alsharaydeh, Ethar. - 2020
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58	THE EXPERIENCES OF KOREAN IMMIGRANT PARENTS OF CHILDREN WITH SPECIAL NEEDS IN THE AMERICAN SPECIAL EDUCATION SYSTEM
	Joo, Riah. - 2020
	Abstract: “At the end of the day, the most overwhelming key to a child’s success is the positive involvement of parents.” Jane D. Hull Korean families demonstrate a very strong enthusiasm for education. However, like other parents in the United States Culturally and Linguistically Diverse (CLD), Korean immigrant parents face obstacles that make it difficult for them to participate successfully in the U.S. special education system (Park & Turnbull, 2001). Apart from mandating States to ensure free and appropriate public education for all students with disabilities, the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 and their subsequent reauthorizations also encourage parent involvement in the special education system by mandating institutions to see parents as equally responsible for the development of their children’s Individualized Education Program (IEPs). However, there is a gap between policy and practice: CLD parents have described the IEP process as frustrating and complicated (Lo, 2008; Salas, 2004). Prior research has also revealed specific barriers that marginalize CLD parents and limit them to passive roles in the IEP process (Cho & Gannotti, 2005; Cummings & Hardin, 2017; Garcia et al., 2000; Kummerer et al., 2007; Lo, 2008, 2009; Tellier-Robinson, 2000; Trainor, 2010). These barriers include language, cultural differences, insufficient information, and feelings of disrespect. Given the lack of research on Korean parents’ perceptions of parental participation in the U.S. special education system, the purpose of this study was to explore and understand the experiences of Korean immigrant parents who have children with disabilities in the U.S. special education system. Each individual’s experience of participating in special education processes in the United States was examined to answer the following four research questions: 1) How do Korean parents of children with disabilities describe their experiences with the special education system in the United States? 2) What community supports do Korean parents access to help them navigate the special education system? 3) What factors facilitate the Korean parents’ participation in the U.S. special education system? and 4) What factors serve as barriers to the Korean parents’ participation in the U.S. special education system? The data sources included a questionnaire, open-ended interviews, observations, and relevant documents. All Korean parents in this study agreed that the special education system in the United States was excellent. However, they reported that dealing with "the system" was a struggle for them and they wanted to be more familiar with and knowledgeable about how it worked. The parents reported that trust and partnership with professionals and having a knowledgeable advocate were important factors that facilitated their participation in the school system, while language barriers, cultural differences, a lack of trust with professionals, and a lack of relevant information served as barriers that hindered their participation. They expressed a consistent desire to be more actively engaged in the school system. The study suggests that qualified interpreter services and systemic and sustained state/community-level support are each needed to facilitate Korean parents’ participation in the special education system. It also suggests that teachers and associated professionals need a deeper understanding and acknowledgment of certain cultural differences to build good, working partnerships with these Korean parents. Keywords: Korean immigrant parents, parent participation, parent involvement, children with disabilities, special education system
	Keyword: children with disabilities; Korean immigrant parents; parent involvement; parent participation; Special education; special education system
	URL: https://doi.org/10.13016/gueh-hpo1 http://hdl.handle.net/1903/26783
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59	Brazilian Immigrant Parents’ Awareness of HPV and the HPV Vaccine and Interest in Participating in Future HPV-Related Cancer Prevention Study: an Exploratory Cross-Sectional Study Conducted in the USA
	Lindsay, Ana Cristina; Greaney, Mary L.; Rabello, Luísa M....
	In: Health Studies Faculty Publications (2020)
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60	Experiences of Uzbek Immigrant Parents with Public Schools in New York City: Parental Engagement
	Abdullaeva, Mekhribon
	In: Doctoral Dissertations (2020)
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