Dr. Kimm is presently a professor in the Division of Special Education and Counseling at California State University, Los Angeles. She brings an extensive background of research in special education and rehabilitation for youths with developmental disabilities and their families. Her primary goal of research is in developing community-based services and rehabilitation programs for minority young adults with disabilities to assist them in making a smooth transition into adulthood in an integrated environment.
Dr. Kimm teaches courses in transition issues for individuals with disabilities, research methodology in special education, and instructional methodologies teaching individuals with moderate/severe disabilities in the integrated settings. Dr. Kimm teaches and conducts research in rehabilitation and integration from the multicultural/multilingual perspective. She also has expertise on transition planning and services. Currently, she is serving as a coordinator of the Teaching Specialist program in Moderate/Severe disabilities and Master's degree programs in Moderate/Severe Disabilities. She is also responsible for the Transition Specialist Certificate program.
Dr. Kimm majored in special education for her doctorate degree at the University of Minnesota, and had two years of postdoctoral experience with a specialization in transition issues for students with disabilities. She has excellent qualification and professional skills to work with people from diverse cultural backgrounds. She has completed several research projects funded by U.S. Department of Education. The major goal of her research is to investigate the unique needs and expectations of young adults with disabilities who are in transition in terms of their diverse cultural backgrounds. Currently, she is investigating the differences on the self-determination skills of students with intellectual disabilities and students with Autism.
Kimm, C. H. (in review). Relationship between self-determination and leadership of youth with intellecutal disabilities.
Kimm, C.H., Kim, H., & Clark, M. (in print). A curriculum for community integration of individuals with intellectual disabilities. Los Angeles, CA: California Academy on Transition Studies & Milal Mission.
|in Print (projected early 2018)|
|Kim, J. H., & Kimm, C. H. (2017). Functional technology for individuals with intellectual and developmental disabilities: Meta-analysis of mobile device-based interventions. The Journal of Special Education Apprenticeship. 6(1), 1-23.||2017|
|Kim, J. H., & Kimm, C. H. (2017). Lexical and goal inference making in a cooperative story mapping for students with Asutims Spectrum Disorder and their peers. Journal of Behavior Analysis and Support, 4(1), 1-26.||2017|
Kimm, C. H. (2016). Underrepresentation of Asian-Americanstudents in special education: The impact of socioeconomic status. Asian-Pacific Journal of Intellectual Disabilities, 3(2), 25-34.
Kimm, C. H., Pamaneed, K., Lee, B., Yoon, Y. P., & Lee, J. (2015). Self-determination: Review on edfinition and measurement. Asian-Pacific Journal of Intellectual Disabilities, 2(2), 44-54.
|Kimm, C. H. (2015). Demographic of Asian-American students in transition program. Asian-Pacific Journal of Intellectual Disabilities, 3(3), 43-54.||2015|
|Kim, J. H., & Kimm, C. H. (2015). Impacts of peer-mediated inference making activities on learning behaviors of students with Autism Spectrum Disorders. Special Educaiton Research, 14(2), 5-29,||2015|
|Kimm, C. H. (2015). A pilot study on the reliability of the Stress Perception Measure (SPM) for students with intellectual disabilities. Journal of Special Education: Theor and Practices, 16(2), 681-714.||2015|
|Kim, J. H., & Kimm, C. H. (2015). Evidence-based peer modeling practices for children with Autism Spectrum Disorders: A meta-analysis of signle-subject design research. Journal of Developmental Disabilities, 19(2), 97-135.||2015|
Ph.D. Educational Psychology, 1991, University of Minnesota; Minneapolis, MN
M.A. Special Education, 1982, Dankook University: Seoul, Korea
The California Academy on Transition Studies (CATS) envisions bringing together the resources of the global community such as families, public school, universities, business social service agencies, in order to create positive and successful educational outcomes to develop leadership for the 21th Century.
The Transition Specialist Certificate is a collaborative postbaccalaureate certificate program among special education teachers, rehabilitation counselors, and school counselors to become transition specialists assisting individuals with disabilities to prepare for interdependent adult lives in an integrated community. This certificate requires a minimum of 20 units