Thesis (MEdPsych)--Stellenbosch University, 2024.ENGLISH ABSTRACT: This study explored parents’ experiences of having a child with a dyslexia diagnosis. Dyslexia is often referred to as the ‘invisible disability’ because of a lack of global knowledge and a lack of a clear definition. Most research attempts to assist with a clear definition or to understand what exactly dyslexia is. Furthermore, not much research has been conducted about parental experiences of having a child with dyslexia, especially in South Africa. This study focussed on the parents’ experiences of having a child with dyslexia. This study explored the different challenges and strengths they experience with their child. Different assessments and diagnosis were also explored. This study aimed at early identification of dyslexia to reduce the frustration and trauma experienced by parents, the child, and the teachers. To be able to explore this topic for this study, the critical framework adopted was informed by Epstein’s model of overlapping spheres and the multiple deficit- and strength-based models.
For this multiple case study, a qualitative interpretive paradigm was chosen. Purposive sampling was employed to select the participants according to the only requirement, which was having a child with dyslexia. Data was collected through semi-structured interviews and a focus group discussion. An inductive narrative analysis was implemented to explore the parental experiences.
The findings revealed that it is complex and difficult to get a dyslexia diagnosis, even after consultation with different professionals. The specific difficulties and specific strengths were explored and identified to assist with the early identification of dyslexia. Parents do not have the required knowledge about dyslexia and therefore, they rely on the guidance and assistance of professionals. The experience of learning for their child was very challenging for the parents as they themselves could not understand or identify the barrier to learning. Focussing on the child’s strengths instead of just having a deficit approach can enhance the child’s holistic development and self-esteem. Collaboration between the parent, school, and community is crucial to support the child with dyslexia. It is important for educators and parents to raise a concern for further assessment, and it can be the parent or the teacher. Many barriers to learning in class are tolerated as barriers to learning are a very common phenomenon. This contributes to the challenge of early identification of dyslexia as these concerns are not raised but accepted as ‘normal’.
Children with an unidentified barrier to learning struggle to cope in class, experience anxiety, and struggle with self-esteem due to their difficulties. For this reason, parents find it difficult to support their child. Feelings of frustration are high during this journey to get a dyslexia diagnosis for their child as it takes several years and numerous consultations with professionals. Once parents receive a dyslexia diagnosis, they feel more optimistic and empowered to assist and support their child; it gives them hope. It is recommended for teachers to be sufficiently trained to identify and support dyslexia. Furthermore, further investigation is required when a learner are diagnosed with ADHD while using medicinal intervention but is still struggling academically. This study confirms the importance of early identification of dyslexia for a correct diagnosis.AFRIKAANSE OPSOMMING: Hierdie studie het ondersoek ingestel na die ervarings van ouers wat ‘n kind met ‘n disleksie diagnose het. Daar word gereeld na disleksie verwys as ‘n ‘onsigbare gestremdheid’ as gevolg van ‘n globale te kort aan kennis asook die afwesigheid van ‘n duidelike definisie. Meeste navorsing rakende disleksie fokus op die definiëring van disleksie of om te probeer verstaan wat presies disleksie is. Daar is nog nie baie navorsing oor die ervaring van ouers met ‘n kind met disleksie, en Suid-Afrika het veral ‘n leemte in die studieveld. Hierdie studie het gefokus op die ervaringe van ouers deur die moeilike pad om ‘n disleksie diagnose vir hul kind te bekom. Verskillende uitdagings en probleme was ondersoek, asook om die kinders se sterk punte te kan identifiseer. Verskillende assesserings en diagnoses wat die ouers ontvang het was ook ondersoek. Hierdie studie het gepoog om by te dra tot vroeë identifisering van disleksie om die frustrasie en trauma wat deur ouers, kinders en onderwysers ervaar word te beperk. Hierdie studie het gesteun op ‘n kritiese raamwerk wat ondersteun is deur die aangepaste model van Epstein se oorvleuelende sfere, die multi-tekortkominge asook die sterkpunt gebaseerde benadering.
Vir hierdie meervoudige gevalle studie was ‘n kwalitatiewe interpreterende raamwerk die mees toepaslike. Doelbewuste steekproefneming was toegepas om deelnemers by die studie te betrek. Die enigste vereiste was om ‘n kind met ‘n professionele disleksie diagnose te hê. Data insameling is deur middel van individuele gestruktureerde onderhoude ingesamel. Na die prosessering van die data het al die deelnemers deelgeneem aan ‘n fokusgroep gesprek. ’n Induktiewe narratiewe analisering was toegepas om die ouers se ervarings te verken.
Die bevindinge van hierdie studie het aangedui dat dit moeilik en kompleks is om ‘n disleksie diagnose te bekom, selfs na vele konsultasies en assesserings. Spesifieke probleem areas was geïdentifiseer asook sterk eienskappe van die kinders met disleksie om te help met vroeër identifisering van disleksie. Ouers voldoen nie aan die nodige kennis rakende leerpobleme nie en daarom is hulle afhanklik van die skool en eksterne hulp vir ondersteuning en leiding. Hierdie deelnemers se ervaring oor hulle kinders se ontwikkelende leervermoë was baie uitdagend omdat die ouers self nie die probleem en uitdagings verstaan het nie. Dit is belangrik dat ons nie net op die leerders se probleem areas fokus nie, maar dat hulle sterk eienskappe ook geïdentifiseer word om by te dra met vroeë identifisering van disleksie. Die fokus op hierdie sterk eienskappe dra ook by tot holistiese ontwikkeling en selfbeeld. Samewerking tussen die ouers, skool en die gemeenskap is baie belangrik om die kind met disleksie te help. Dit is belangrik vir ‘n ouer of onderwyser om ‘n behoefte of ‘n probleem te identifiseer wat kan lei tot verdere ondersoek en moontlike vroeë identifisering van disleksie. Baie leerprobleme in die klas word net aanvaar deur onderwysers omdat dit baie algemeen is. Hierdie aanvaarding dra egter by tot nalatigheid om leerders te identifiseer as daar ‘n werklike leerprobleem teenwoordig is. Leerders met ongeïdentifiseerde leer probleme sukkel om in die klas te funksioneer, hulle ervaar angs en sukkel met hul selfbeeld as gevolg van hulle leerprobleme. Daarom het die ouers ‘n moeilike taak om hulle kind te ondersteun. Ouers was baie gefrustreerd deur hierdie moeilike tyd om ‘n disleksie diagnose vir hulle kind te bekom. Ouers moes deurgaans veelvuldige professionele persone besoek, assesserings doen en die disleksie diagnose het steeds jare geneem om te identifiseer. Ouers was baie optimisties nadat hulle die korrekte disleksie diagnose bekom het. Dit word aanbeveel dat onderwysers die nodige opleiding ontvang vir identifisering en ondersteuning van disleksie. Dit is ook belangrik dat as ‘n ADHD diagnose gemaak is en die leerder gebruik medikasie vir intervensie, maar ervaar steeds struikelblokke tot leer, dat verdere ondersoek vir ondersteuning ingestel word. Die studie bevestig die belangrikheid van vroeë identifisering van disleksie asook ‘n korrekte diagnose.Master
