Volume 30, Issue 3 (Summer 2022)                   Avicenna J Nurs Midwifery Care 2022, 30(3): 221-230 | Back to browse issues page

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Mohammadi Armandi M, Mottaqi M. Experiences of Parents of Students with Learning Disabilities in Elementary Schools in Lordegan, Iran, in 2020. Avicenna J Nurs Midwifery Care 2022; 30 (3) :221-230
URL: http://nmj.umsha.ac.ir/article-1-2408-en.html
1- Community Health Research Center, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran
2- Community Health Research Center, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran , m.motaghi912@gmail.com
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 Background and Objective
Children’s learning has always been considered a major issue by educational psychology researchers and theorists. Learning disorders are one of the important problems that determine the educational fate of students. A learning disorder often hampers academic progress and may lead to a child’s discouragement and decreased self-confidence. Parents have a vital role in the education of their children and are the most eligible group to participate in their school affairs. Children in the early stages of education are not able to do their homework without help from parents, especially mothers. Mothers face problems by playing this role and may not perform their other duties in an efficient manner, which can cause disturbances in the performance of their daily activities as well as mental and emotional problems in the family. In the present study, the experiences and challenges faced by parents of children with learning disabilities were described. Therefore, the present study aimed to explain the experiences of parents with children with learning disabilities.
Materials and Methods
This qualitative study was conducted using a phenomenological approach. The study sample included mothers of children with learning disabilities in Lordegan, Iran, who were selected using the convenience sampling method. The unstructured and in-depth interviews were conducted on 12 mothers until the information saturation stage was reached. Each interview session lasted between 30 and 90 min. In this study, interviews were conducted with the participants, and the ambiguous points of the interviews were clarified through the follow-up questions. The interviews continued until the intended meaning of participants’ responses became clear. Finally, the next steps of Colaizzi’s analysis were performed after the completion of the sampling and data saturation. The researcher gained a comprehensive understanding of the subject and identified significant and relevant phrases by reviewing the interviews several times. MAX QDA 10 software was used for the ease of classification and the presence of a regular structure, but it did not prevent the researcher from performing deeper analysis. In order to validate the findings, the researcher conducted in-depth research for 10 months. Moreover, the interviewer used the method of review and transferability to increase credibility.
The result of the interview analysis led to the extraction of 1027 primary codes from the participants’ interviews using Colaizzi’s method. Therefore, the process continued until the grouping of all the primary concepts in thematic categories and 77 codes were obtained at the second level. From the set of 77 codes in the second category, 10 third-level codes were formed which led to the creation of 10 main concepts of parental loneliness with five sub-concepts, disruption of parental psychological balance and aggression with six sub-concepts, feelings of frustration and depression with six sub-concepts, participation and persistence of parents with nine sub-concepts, parents’ effort and learning disorder with 17 sub-concepts, economic problems and lack of cooperation from responsible institutions with nine sub-concepts, society’s cooperation with seven sub-concepts, child’s physical and mental problems with eight sub-concepts, worry about the child’s future with eight sub-concepts, and teacher’s impact with two sub-concepts (Table 2).
The current study examined the experiences of parents with students with learning disorders. The analysis of the data obtained from the interviews showed that the parents’ answers to the interview questions fluctuated from the parents’ feelings of loneliness to the teacher’s influence. In this study, the experiences of parents with students with learning disorders have been identified and thoroughly analyzed with a qualitative approach. These experiences help make the treatment more effective by increasing parents’ hope, and it is suggested that these experiences should be made available to the parents in form of pamphlets at the beginning of the child’s treatment process.
Type of Study: Original Research | Subject: Nursing
Received: 2022/01/4 | Accepted: 2022/07/11 | Published: 2022/09/1

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