Korean‐American Mothers’ Perception of Professional Support in Early Intervention and Special Education Programs

Abstract

Abstract Twenty Korean‐American mothers of children with disabilities participated in interviews concerning perceptions of the expertise, attitudes, and behavior of social and educational service providers, differences in cultural values and communication styles, and the need and use of translation services. Mothers reported satisfaction with the availability of services and expertise of professionals. Mothers were dissatisfied with repeatedly requesting services, dealing with professionals who disenfranchised and marginalized them, and in managing Individualized Education Plan (IEP) meetings; difficulties to which differences in cultural values and communication styles substantially contribute. Mothers reported on concerns about translators and suggested some attributes that a qualified translator should possess. Sensitivity and respect for parents’ emotions, requests, and need for support from service providers are essential, especially for providers who aim to nurture parental engagement and promote a positive educational experience for children and their families of diverse cultural backgrounds.