Abstract
M.Ed.
Parenting a child with a mild intellectual disability (MID) is very stressful and teachers often deal with parent frustrations and insecurity. Responding to parents concerns is particularly challenging where teachers and parents speak different languages. The parent has to accept the child’s intellectual disorder and deal with the stigma attached. The child is not like other children and does not develop age appropriately. Not only does the child battle with academic problems, but also shows a lack of judgement may behave badly and may not be able to adapt socially. Coping in a mainstream class is difficult for the child who may never be able to achieve a higher academic qualification. Parents are traumatised by their child’s disability; they feel powerless as they are unable to change events or “fix” their child. Often these children also display co-morbid conditions such as attention deficit hyperactivity disorder and behaviour disorders. There has been extensive research done on supporting parents who have children with special needs. This study supports the findings of previous research however the information gained was not implemented in mainstream schools in Gauteng, South Africa.
This qualitative study was undertaken to establish the support needs of parents of children in the special class. The parents filled out an open-ended questionnaire and took part in a focus group interview. The researcher made observations and journal entries. Teachers who teach special classes were also asked to participate in the study. Member checks and review by my peer students regarding the findings was done. The teachers added credibility by affirming the parents input and they explained how parents can be assisted. Parents looked at the findings, listened to the recordings and perused minutes of the interviews. A triangulation of data collection methods was used. The validity of the study was established as the methods that were used in the data collection were able to answer the research question asked in this study.
The study found that 75% of parents expressed the need for emotional support from parents who also parent children with special needs. Eighty-three per cent (83%) of parents said they needed more information about the special class and seventy-five per cent (75%) of parents requested more information on parenting their child. The study concluded that parents needed a variety of support inputs. An information booklet regarding the special class was designed by the teacher. Social outings for parents should be arranged by teachers. The school district and the school should host information sessions for parents, discussing parenting and giving out information on the special needs child. Special educational needs teachers should be...