Korean Immigrant Parents’ Views of Physical Education Programming in the United States


  • Seo Hee Lee Texas Woman’s University
  • Suzanna Rocco Dillon Texas Woman’s University
  • Mary Amanda (Mandy) Stewart Texas Woman’s University


Adapted physical education, disability, immigrant


The purpose of this case study was to examine a South Korean (SK) immigrant parent’s views on physical education programming in the context of special education in the U.S., using a phenomenological research design. The data collected were a series of semi-structured interviews and artifacts related to the child’s education. A qualitative data analysis software was used to organize and analyze the data to look for themes to answer the research questions. The two themes that emerged from the data illustrate the parent’s perspectives of the challenges in the U.S. education system and potential partnerships between immigrant parents, General Physical Education (GPE), and Adapted Physical Education (APE) teachers. The parent identified cultural and language differences when working with school personnel and the Korean church community as the primary support to overcome these barriers. The parent also shared his lack of knowledge about physical education programming as well as a lack of collaboration with the GPE and APE teachers. Therefore, it is suggested that school personnel should be sensitive to the needs of their students and parents from different cultures. The efforts of school personnel can support immigrant parents to become active participants in the education of their children with disabilities. As it relates to physical education, GPE and APE teachers need to assist immigrant parents with understanding the importance and the benefits of physical education programming. 

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