Pub Date : 2019-12-19DOI: 10.1093/oso/9780190844868.003.0006
Misa Kayama, W. Haight, May-Lee Ku, Minhae Cho, Hee Yun Lee
Chapter 5 presents the authors’ methods and discusses some challenges encountered. Data were collected from 103 educators of children (ages 6 to 12 years in first through sixth grades) at 43 public elementary schools in seven cities in four countries: Japan, Taiwan, South Korea, and the U.S. The authors purposely selected research sites and participants to yield data on a range of cultural understandings and responses to disabilities. Semi-structured, audio-recorded individual interviews lasting 20 to 60 minutes were conducted in participants’ native languages in private spaces such as conference rooms, offices, and classrooms after school. Interviews were inductively coded within each cultural group, and then common issues and their cultural nuances were identified in cross cultural analyses.
{"title":"Research Program","authors":"Misa Kayama, W. Haight, May-Lee Ku, Minhae Cho, Hee Yun Lee","doi":"10.1093/oso/9780190844868.003.0006","DOIUrl":"https://doi.org/10.1093/oso/9780190844868.003.0006","url":null,"abstract":"Chapter 5 presents the authors’ methods and discusses some challenges encountered. Data were collected from 103 educators of children (ages 6 to 12 years in first through sixth grades) at 43 public elementary schools in seven cities in four countries: Japan, Taiwan, South Korea, and the U.S. The authors purposely selected research sites and participants to yield data on a range of cultural understandings and responses to disabilities. Semi-structured, audio-recorded individual interviews lasting 20 to 60 minutes were conducted in participants’ native languages in private spaces such as conference rooms, offices, and classrooms after school. Interviews were inductively coded within each cultural group, and then common issues and their cultural nuances were identified in cross cultural analyses.","PeriodicalId":446131,"journal":{"name":"Disability, Stigma, and Children's Developing Selves","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116906424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-19DOI: 10.1093/oso/9780190844868.003.0011
Misa Kayama, W. Haight, May-Lee Ku, Minhae Cho, H. Lee
Chapter 9 summarizes findings from a decade-long program of cross-cultural research on disability, stigmatization, and children’s developing cultural selves in Japan, South Korea, Taiwan, and the U.S. It articulates implications for a developmental cultural model of disability, methodological approaches, practice, policy, and future research. It also discusses challenges of cross-cultural research including working within international research teams.
{"title":"Lessons Learned and Ways Forward","authors":"Misa Kayama, W. Haight, May-Lee Ku, Minhae Cho, H. Lee","doi":"10.1093/oso/9780190844868.003.0011","DOIUrl":"https://doi.org/10.1093/oso/9780190844868.003.0011","url":null,"abstract":"Chapter 9 summarizes findings from a decade-long program of cross-cultural research on disability, stigmatization, and children’s developing cultural selves in Japan, South Korea, Taiwan, and the U.S. It articulates implications for a developmental cultural model of disability, methodological approaches, practice, policy, and future research. It also discusses challenges of cross-cultural research including working within international research teams.","PeriodicalId":446131,"journal":{"name":"Disability, Stigma, and Children's Developing Selves","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115808137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-19DOI: 10.1093/oso/9780190844868.003.0010
Misa Kayama, W. Haight, May-Lee Ku, Minhae Cho, H. Lee
Interlude 2 briefly illustrates the perspectives of Japanese and South Korean parents who have children with disabilities. It also describes strategies used for approaching parents on this highly sensitive topic. Japanese parents discussed their children’s challenges, the benefits they perceived of disability services, and their preferences for how their children should be supported at school. South Korean parents described their children’s challenges including stigmatization, the impact on typically developing siblings, and the importance of the support they received from other parents raising children with disabilities. Understanding parents’ perspectives on their children’s disabilities and associated stigmatization can facilitate collaborative parent–educator relationships necessary to supporting the school functioning of children with disabilities.
{"title":"The Voices of Parents","authors":"Misa Kayama, W. Haight, May-Lee Ku, Minhae Cho, H. Lee","doi":"10.1093/oso/9780190844868.003.0010","DOIUrl":"https://doi.org/10.1093/oso/9780190844868.003.0010","url":null,"abstract":"Interlude 2 briefly illustrates the perspectives of Japanese and South Korean parents who have children with disabilities. It also describes strategies used for approaching parents on this highly sensitive topic. Japanese parents discussed their children’s challenges, the benefits they perceived of disability services, and their preferences for how their children should be supported at school. South Korean parents described their children’s challenges including stigmatization, the impact on typically developing siblings, and the importance of the support they received from other parents raising children with disabilities. Understanding parents’ perspectives on their children’s disabilities and associated stigmatization can facilitate collaborative parent–educator relationships necessary to supporting the school functioning of children with disabilities.","PeriodicalId":446131,"journal":{"name":"Disability, Stigma, and Children's Developing Selves","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129564805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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