Support to parents with children with learning disablities

Abstract

This dissertation attempts to understand what support from the school parents would most value when their child has been diagnosed with a learning disability. The method employed was qualitative in nature, using eight in-depth interviews with the mothers. The interviews confirmed that parents experience emotions similar to those when grieving. They also tend to feel isolated from their communities. Before embarking on a support program the school needs to recognize the depth of these emotions. The interviews also revealed that parents require timeous communication from the teacher. Parents concerns should be taken seriously or time goes by without the disability being attended to. The terminology used by professionals is often not fully understood by parents, and this causes them to feel unsure of how therapy is helping their child in the classroom and what its value is. Various guidelines are offered to support parents with regard to the above-mentioned aspects.