Abstract
Knowledge of the special education process has been found to enhance parental involvement with collateral effects of positive school outcomes for students with disabilities. Although research on immigrant families with children with disabilities has increased in recent years, there is limited research specific to Southeast Asian American (SEAA) families, and that of Cambodian American families, in particular. In this study authors examined the perspectives and knowledge of Cambodian American parents regarding disabilities, special education services and supports provided to their children with disabilities, and the extent to which these perspectives and their knowledge impacted their level of engagement in their children’s education and schools. Eleven Khmer-speaking Cambodian American parents participated in semi-structured Interviews and data were analysed using interpretive thematic analysis.
Three themes emerged that included (1) divergent perspectives on meaning and cause of disability, (2) access to community and social supports, and (3) challenges associated with language and cultural differences. Authors discuss several implications related to research and practice.
Recommended Citation
Werunga, Robai N.; Kim, Minjeong; and Rosales, Rocio
(2024)
"Cambodian American Parents Perspectives and Knowledge of Special Education Supports for their Children with Disabilities,"
Journal of Southeast Asian American Education and Advancement: Vol. 19
:
Iss.
1,
Article 12.
DOI: 10.7771/2153-8999.1326
Available at:
https://docs.lib.purdue.edu/jsaaea/vol19/iss1/12
