Supporting Parents of Children with Intellectual Disabilities in a Special Needs Class in Gauteng, South Africa

Parenting a child with an intellectual disability poses challenging social behaviours and serious emotional dysregulation. This study investigated interventions for special educational needs (SEN) teachers to assist parents regarding their children's development and educational concerns. Using a qualitative approach, this study collected data, using an open-ended questionnaire (n=17), followed by an in-depth focus group (n=6) with parents from the SEN class. Responses in indigenous languages were translated into English, transcribed verbatim, and thematic content analysis done. Findings were (a) the establishment of parent-teacher partnerships using multiple communication channels, (b) providing professional advice regarding parenting skills, (c) disseminating expert information on the child's disability, and (d) informing parents about the SEN class functioning. The study concluded that supportive interventions by SEN teachers assist parents' understanding of their children's developmental delays, and recommended that SEN teachers should actively engage in building partnerships with parents.