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The Journal of Special Education Apprenticeship

Abstract

This study explores the home language practice (HLP) of Korean-American mothers with children who have developmental disabilities, including autism spectrum disorder. Data was collected from an online forum where these mothers discussed their experiences and decision-making processes following their child's diagnosis. Thematic analysis was conducted on the collected data to identify and develop themes related to their experiences. The study's framework is based on family-centered practices, emphasizing the importance of equal partnerships, cultural responsiveness, and information sharing between families and early intervention and early childhood special education (EI/ECSE) professionals. Factors that influence HLP decisions include mothers' perceptions of disabilities, professional advice, and children’s intervention progress. The study highlights the vital role of EI/ECSE professionals in sharing current research findings, their experiences with culturally and linguistically diverse (CLD) families, and the long-term outcomes of families that chose bilingual or single-language environments. By offering this information, professionals can assist parents in making informed decisions about their child's HLP. Furthermore, the study emphasizes the value of online communities for CLD parents and the need for professionals to engage with these communities to provide accurate information on bilingualism for children with disabilities. Collaborating with ethnolinguistic communities and establishing parent support groups can create a nurturing environment for parents navigating EI/ECSE services for their children.

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