Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669169
Title: Parents' experiences of finding out their child has SEN : an interpretative phenomenological analysis
Author: Okai, Fiona
ISNI:       0000 0004 5368 6835
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2015
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Abstract:
There has been much research into support required by parents when finding out that their child has a medical need resulting in severe disability (Baird, McConachie, & Scrutton, 2000; Billson & Tyrrell, 2003; Fallowfield, 1993; Graungaard & Skov, 2007; Hasnat & Graves, 2000). There has been less research regarding the support required by parents in school when finding out that their child has a less severe difficulty (such as moderate global developmental delay or moderate learning difficulty). Parents may experience a grief reaction upon diagnosis of their child's condition which is similar to a bereavement (Bowes, Lowes, Warner, & Gregory, 2009; Bruce & Schultz, 2001; Lowes & Lyne, 2000). It is important to know whether parents can have a similar reaction when they discover that their child may have learning difficulties. A review of available literature has failed to identify adequate resources and guidelines specific to working with non-finite (on-going) loss (Collings, 2008). This research aims to investigate how parents experience the process of finding out that their child has learning difficulties. It considers ways in which parents experience school support. This study employed Interpretative Phenomenological Analysis and Appreciative Inquiry through semi-structured interviews with four parents of children with learning difficulties who were aged 5-7 years old. Analysis indicated three superordinate themes of: loss, social comparison and sense of belonging. Limitations and implications for future research are considered.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.669169  DOI: Not available
Keywords: BF Psychology
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