Perceptions of Disability and Special Education Among East Asian Parents: U.S. Immigrants and Non-Immigrants
Journal of International Special Needs Education
Yan, M.-C., Kim, S., et al. (2017).
Journal of International Special Needs Education, 20(1), 41-55.
This systematic review investigates the perceptions of special education and related services of East Asian American (i.e., immigrants from China, Taiwan, or South Korea) parents and East Asian (i.e., nonimmigrants in their home countries) parents of children with disabilities.
Not stated
2000 to 2014
Empirical studies with qualitative and/or quantitative data
21
Across studies, East Asian American (i.e., immigrants from China, Taiwan, or South Korea; EAA) parents of children with disabilities reported that special education professionals had adequate knowledge and skills for evaluating their child's disability, for developing goals and interventions for services, and for providing individualized services. EAA parents also felt that special education professionals had high expectations for student outcomes. East Asian (i.e., nonimmigrants in their home countries; EA) parents of children with disabilities reported varying perceptions of special education professionals. EA parents in one study reported that special education professionals provided positive support at school. Some EA parents felt that special education professionals had more knowledge of their child's disability compared to general education teachers; however, others reported that education professionals had inadequate knowledge of their child's disability.
Across studies, East Asian American (i.e., immigrants from China, Taiwan, or South Korea) parents of children with disabilities reported satisfaction with special education programs and individualized services. East Asian (i.e., nonimmigrants in their home countries; EA) parents of children with disabilities reported varying attitudes toward special education classrooms. Some EA parents shared positive perceptions of general education inclusion for their child, while other EA parents reported satisfaction with self-contained services, especially for early education. EA parents shared concerns such as limited career development resources and inadequate special education professional support for parents. EA parents in one study indicated a desire for less restrictive inclusion with the expectation that their child with a disability would experience an inclusive society and have access to more socially acceptable accommodations at an early age.
Studies investigating parental perceptions of participating in their child's special education services found that East Asian (i.e., nonimmigrants in their home countries) parents reported positive attitudes toward the schooling experience, but negative attitudes toward their own parenting skills. East Asian American (i.e., immigrants from China, Taiwan, or South Korea; EAA) parents reported mixed experiences with participating in their child's services. Some EAA parents described themselves as partners with their child's special education professionals, while other EAA parents described feeling devalued and experiencing difficulty contacting and interacting with special education professionals to participate in their child's education.
