@article{ART002360235},
author={MiRa Kang and Hyunah Seo},
title={Concept Mapping of Parents and Teachers' Perception on the Transition to Kindergarten for Culturally Diverse Children with Special Needs},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2018},
volume={19},
number={2},
pages={283-309},
doi={10.19049/JSPED.2018.19.2.13}
TY - JOUR
AU - MiRa Kang
AU - Hyunah Seo
TI - Concept Mapping of Parents and Teachers' Perception on the Transition to Kindergarten for Culturally Diverse Children with Special Needs
JO - Journal of Special Education: Theory and Practice
PY - 2018
VL - 19
IS - 2
PB - Research Institute of the Korea Special Education
SP - 283
EP - 309
SN - 1598-060X
AB - The study was to investigate the perception of teachers and parents in order to transition to kindergarten of culturally diverse children with special needs. 11 mothers were requested their experiences about transition to kindergarten for child in the pilot study. In current study, 33 statements extracted from that recording were sorted by teachers and rated by themselves. 3 thematic cluster-map was named, 'find good kindergarten for child', 'adapt to life in a new kindergarten', and 'prepare the transition to kindergarten'. Data collected using concept mapping methodology were analyzed in three steps. These steps included creating a similarity matrix from the sort data, conducting multidimensional scaling of the similarity matrix to locate each statement on a two-dimensional map, and conducting a hierarchical cluster analysis of the two-dimensional coordinates to create clusters or groups of similarly-sorted statements. A dendrogram was produced to determine the number of suitable clusters. Finally, recommendations for further study were suggested.
KW - Culturally Diverse Children with Special Needs;the Transition to Kindergarten;Parents and Teachers' Perception;Concept Mapping
DO - 10.19049/JSPED.2018.19.2.13
ER -
MiRa Kang and Hyunah Seo. (2018). Concept Mapping of Parents and Teachers' Perception on the Transition to Kindergarten for Culturally Diverse Children with Special Needs. Journal of Special Education: Theory and Practice, 19(2), 283-309.
MiRa Kang and Hyunah Seo. 2018, "Concept Mapping of Parents and Teachers' Perception on the Transition to Kindergarten for Culturally Diverse Children with Special Needs", Journal of Special Education: Theory and Practice, vol.19, no.2 pp.283-309. Available from: doi:10.19049/JSPED.2018.19.2.13
MiRa Kang, Hyunah Seo "Concept Mapping of Parents and Teachers' Perception on the Transition to Kindergarten for Culturally Diverse Children with Special Needs" Journal of Special Education: Theory and Practice 19.2 pp.283-309 (2018) : 283.
MiRa Kang, Hyunah Seo. Concept Mapping of Parents and Teachers' Perception on the Transition to Kindergarten for Culturally Diverse Children with Special Needs. 2018; 19(2), 283-309. Available from: doi:10.19049/JSPED.2018.19.2.13
MiRa Kang and Hyunah Seo. "Concept Mapping of Parents and Teachers' Perception on the Transition to Kindergarten for Culturally Diverse Children with Special Needs" Journal of Special Education: Theory and Practice 19, no.2 (2018) : 283-309.doi: 10.19049/JSPED.2018.19.2.13
MiRa Kang; Hyunah Seo. Concept Mapping of Parents and Teachers' Perception on the Transition to Kindergarten for Culturally Diverse Children with Special Needs. Journal of Special Education: Theory and Practice, 19(2), 283-309. doi: 10.19049/JSPED.2018.19.2.13
MiRa Kang; Hyunah Seo. Concept Mapping of Parents and Teachers' Perception on the Transition to Kindergarten for Culturally Diverse Children with Special Needs. Journal of Special Education: Theory and Practice. 2018; 19(2) 283-309. doi: 10.19049/JSPED.2018.19.2.13
MiRa Kang, Hyunah Seo. Concept Mapping of Parents and Teachers' Perception on the Transition to Kindergarten for Culturally Diverse Children with Special Needs. 2018; 19(2), 283-309. Available from: doi:10.19049/JSPED.2018.19.2.13
MiRa Kang and Hyunah Seo. "Concept Mapping of Parents and Teachers' Perception on the Transition to Kindergarten for Culturally Diverse Children with Special Needs" Journal of Special Education: Theory and Practice 19, no.2 (2018) : 283-309.doi: 10.19049/JSPED.2018.19.2.13