This master's thesis explores experiences of parents of children with learning difficulties. Children with specific learning difficulties require adaptation, help and support in education and other aspects of life. While confronted with coordination of their role as a loving parent and as an assistant in educational and other challenges, parents deal differently. In the theoretical introduction, specifics of different learning difficulties are introduced alongside the process of diagnosing as well as school-parent cooperation. The next part introduces family as a system, while mentioning the roles and needs of individual family members and family as an entity. Furthermore, the challenges of learning difficulties and following adjustments are presented, as well as parents' feelings concerning those challenges. In that context, parents' hardships as individuals, partners and members of the family system are also exposed. Theoretical part concludes with an introduction of different sources of information, help and support for parents of children with learning difficulties. Using a qualitative research approach, the empirical part explores and highlights mentioned themes. The sample consists of eleven parents of children with specific learning difficulties and three professional workers who provide various forms of parental counselling. Findings, derived from semi-structured interviews, show that parents of children with learning difficulties often find themselves in distress, associated with coordination of learning assistance and the needs of other family members. Regardless of the various sources of help and support, parents express the need for additional help in overcoming everyday challenges as well as the need for enhanced mutual support.
|
