"All I know is that a disabled person is someone who is crippled": Using narratives of parents to unmask the misconceptions of mild intellectual disabilities concept as a learning support hindrance.
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| Titel: | "All I know is that a disabled person is someone who is crippled": Using narratives of parents to unmask the misconceptions of mild intellectual disabilities concept as a learning support hindrance. |
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| Autoren: | Mabaso NPM; University of Johannesburg, Pimville, South Africa. |
| Quelle: | Journal of intellectual disabilities : JOID [J Intellect Disabil] 2025 Sep; Vol. 29 (3), pp. 555-573. Date of Electronic Publication: 2024 Mar 26. |
| Publikationsart: | Journal Article |
| Sprache: | English |
| Info zur Zeitschrift: | Publisher: SAGE Publications Country of Publication: England NLM ID: 101229024 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1744-6309 (Electronic) Linking ISSN: 17446295 NLM ISO Abbreviation: J Intellect Disabil Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: London : Thousand Oaks, CA : SAGE Publications, c2005- |
| MeSH-Schlagworte: | Intellectual Disability* , Parents*/psychology , Persons with Intellectual Disabilities*, Humans ; Female ; Male ; Adult ; Qualitative Research ; South Africa ; Child ; Middle Aged ; Adolescent |
| Abstract: | Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Parental involvement in providing learning support plays a crucial role in children's academic achievement. However, this support is often constrained when children are diagnosed with mild intellectual disabilities and require additional assistance. This study aimed to explore the experiences of parents in supporting children with such diagnoses. Adopting a phenomenological design within an interpretive paradigm and qualitative approach, data were collected from 23 purposefully selected parents of learners with mild intellectual disabilities attending three inclusive schools in disadvantaged areas of Gauteng, South Africa. Semi-structured interviews were used, and the data were analyzed through thematic content analysis, with Bronfenbrenner's bio-ecological systems theory serving as the framework. The results indicated that parents' misunderstanding of mild intellectual disability posed a significant barrier to effective learning support. The study concluded that empowering parents through psycho-education is essential, highlighting the need for adjustments in policy and practice. |
| Contributed Indexing: | Keywords: home-based learning support; learning support hindrance; mild intellectual disabilities; misconceptions; parental empowerment |
| Entry Date(s): | Date Created: 20240326 Date Completed: 20250904 Latest Revision: 20250904 |
| Update Code: | 20250905 |
| PubMed Central ID: | PMC12397532 |
| DOI: | 10.1177/17446295241242573 |
| PMID: | 38530165 |
| Datenbank: | MEDLINE |
Nájsť tento článok vo Web of Science | Abstract: | Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.<br />Parental involvement in providing learning support plays a crucial role in children's academic achievement. However, this support is often constrained when children are diagnosed with mild intellectual disabilities and require additional assistance. This study aimed to explore the experiences of parents in supporting children with such diagnoses. Adopting a phenomenological design within an interpretive paradigm and qualitative approach, data were collected from 23 purposefully selected parents of learners with mild intellectual disabilities attending three inclusive schools in disadvantaged areas of Gauteng, South Africa. Semi-structured interviews were used, and the data were analyzed through thematic content analysis, with Bronfenbrenner's bio-ecological systems theory serving as the framework. The results indicated that parents' misunderstanding of mild intellectual disability posed a significant barrier to effective learning support. The study concluded that empowering parents through psycho-education is essential, highlighting the need for adjustments in policy and practice. |
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| ISSN: | 1744-6309 |
| DOI: | 10.1177/17446295241242573 |