Date
5-20-2026
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Sarah F Walsh
Keywords
Chinese immigrant parents, autism, IEP process, cultural responsiveness, special education
Disciplines
Social and Behavioral Sciences
Recommended Citation
Cheung, Mei Yu, "The Lived Experience of Immigrant Chinese Parents Navigating the IEP Process for Children with Austim" (2026). Doctoral Dissertations and Projects. 8354.
https://digitalcommons.liberty.edu/doctoral/8354
Abstract
The purpose of this phenomenological study is to understand how immigrant Chinese parents navigate the Individualized Education Plan (IEP) process for their children with autism within public schools in King County, Washington. The theory guiding this study is Bronfenbrenner’s Ecological Systems Theory, as this study explores parents’ lived experiences, challenges, and advocacy strategies as they engage with school professionals and systems of support. Through semi-structured interviews with participants, the research seeks to identify shared meanings and patterns that shape parental engagement and empowerment in special education contexts. The findings aim to inform culturally responsive practices and improve parent–school collaboration for Chinese immigrant families navigating the IEP process.
