A project on developing evidence-based and reflective practice in parent education for parents having children with intellectual disabilities / special learning needs

Abstract

Background and purpose: A three-year collaborative project operated from 2019 to 2022 was launched on developing evidence-based and reflective practice in parent education for parents having with special learning needs child (ID/SENs). The project adopted a parent-oriented, process and narrative-focused approach, with group facilitators (worker) and parents to reflecting and co-constructing the meaning of parenthood and to adjusting parental expectation.

Method: In line with a process-oriented, narrative-focused framework, the project adopted qualitative research method of in-depth interview and focus group to offer a reflexive process to condense the lived experiences of participants and generate cumulative data into meaningful narrative themes. There were 11 special school parents and 12 ordinary school parents (the comparative group) participated, with 38 in-depth individual interviews, 4 reflective focus groups, and reflective sharing meetings with group facilitators. A three-step process of analysis to identify different levels of meaning produced and to sort the major themes narratives.

Result: Findings uncovered that ordinary school parents and special school parents shared different story and meaning of parenthood, with different parental goals and expectations. Nature of special needs diverse required specific knowledge, differential intervention that posted challenges on the facilitators. Despite the differences, both groups of parents recalled impressive group experiences and new discoveries in parenting journey, gained insights about their personhood and parenting through the reflection process.

Conclusion: Based on the findings, the team make recommendations on program improvement and reflecting on the meaning and concerns, and area for enhancement in practice research collaboration.