Positioning of Korean immigrant parents of children with autism spectrum disorder on physical education programming in the United States

An important goal for children with Autism Spectrum Disorder (ASD) is to increase physical activity participation as it has been documented that physical activity participation for children with ASD is significantly lower than their typically developing peers (Pan, 2008). To that end, the roles of parents are significant in increasing physical activity participation of children with ASD (Chaapel, Columna, Lytle, & Bailey, 2013). Moreover, families need to work together with school personnel to provide quality educational programming for their children with ASD (IDEA, 2004). With the U.S. special educational system, the number of students with disabilities from immigrant families has been increasing. Like other parents in the U.S., immigrant parents want appropriate and quality educational services for their children with disabilities, including physical education services (Cho, Singer, & Brenner, 2001). Therefore, the purpose of the study was to analyze positioning of Korean immigrant parents of children with ASD on physical education programming in the U.S. Five Korean immigrant parents of children with ASD (four mothers of children with ASD and one father of a child with ASD), who were immigrants, were recruited to participate in the study and to share information about their children's educational services. In using qualitative research design, different positions of Korean immigrant parents were explored; data were transcribed, and analyzed using thematic analysis, and then re-analyzed for themes using the position theory. During the data analysis procedure, re-current themes (i.e., common positions) and associated subthemes emerged from the data (e.g., interview with parents, review IEP documents, field notes). Evident throughout this study was that many immigrant parents of children with ASD were disconnected from the U.S. special education system due to cultural and language barriers. In addition, most Korean immigrant parents in this study were uncertain about GPE and APE for their children with ASD. However, within the limitations of this study, the immigrant parents of children with ASD highly valued the quality of educational services and wanted to be positioned as active in their roles in the U.S. educational landscape including GPE and APE service delivery. It is a critical request based on the findings of the study that more comprehensive support and understanding are needed for immigrant parents of children with ASD to participate in the educational process for their children within the U.S. The most salient message from the study is that GPE and APE teachers should be a part of supportive teams to assist immigrant parents to be more knowledgeable about GPE and APE and to encourage immigrant parents to facilitate their children’s engagement in GPE and APE classes.

An important goal for children with Autism Spectrum Disorder (ASD) is to increase physical activity participation as it has been documented that physical activity participation for children with ASD is significantly lower than their typically developing peers (Pan, 2008). To that end, the roles of parents are significant in increasing physical activity participation of children with ASD (Chaapel, Columna, Lytle, & Bailey, 2013). Moreover, families need to work together with school personnel to provide quality educational programming for their children with ASD (IDEA, 2004). With the U.S. special educational system, the number of students with disabilities from immigrant families has been increasing. Like other parents in the U.S., immigrant parents want appropriate and quality educational services for their children with disabilities, including physical education services (Cho, Singer, & Brenner, 2001). Therefore, the purpose of the study was to analyze positioning of Korean immigrant parents of children with ASD on physical education programming in the U.S. Five Korean immigrant parents of children with ASD (four mothers of children with ASD and one father of a child with ASD), who were immigrants, were recruited to participate in the study and to share information about their children's educational services. In using qualitative research design, different positions of Korean immigrant parents were explored; data were transcribed, and analyzed using thematic analysis, and then re-analyzed for themes using the position theory. During the data analysis procedure, re-current themes (i.e., common positions) and associated subthemes emerged from the data (e.g., interview with parents, review IEP documents, field notes). Evident throughout this study was that many immigrant parents of children with ASD were disconnected from the U.S. special education system due to cultural and language barriers. In addition, most Korean immigrant parents in this study were uncertain about GPE and APE for their children with ASD. However, within the limitations of this study, the immigrant parents of children with ASD highly valued the quality of educational services and wanted to be positioned as active in their roles in the U.S. educational landscape including GPE and APE service delivery. It is a critical request based on the findings of the study that more comprehensive support and understanding are needed for immigrant parents of children with ASD to participate in the educational process for their children within the U.S. The most salient message from the study is that GPE and APE teachers should be a part of supportive teams to assist immigrant parents to be more knowledgeable about GPE and APE and to encourage immigrant parents to facilitate their children’s engagement in GPE and APE classes.