Experiences of parents of children with learning difficulties

Magistrsko delo obravnava doživljanja staršev otrok s specifičnimi učnimi težavami. Otroci s primanjkljaji na posameznih področjih učenja zahtevajo prilagoditve, pomoč in podporo pri izobraževanju ter na drugih področjih življenja. Starši se v svoji vlogi različno znajdejo, vsi pa so primorani usklajevati vlogo ljubečega starša in pomočnika pri šolskih in drugih izzivih. V teoretičnem uvodu predstavljam posebnosti različnih učnih težav in sam postopek usmerjanja. Ob tem se osredotočam tudi na pomen sodelovanja med šolo in starši. Nadalje predstavljam družino kot sistem, kjer so izpostavljene vloge in potrebe družinskih članov ter družine kot sistema. Predstavljeni so tudi izzivi učnih težav in naslednjih prilagoditev ter občutki, s katerimi se starši ob tem soočajo. V tem kontekstu poudarjam tudi stiske staršev kot posameznikov, partnerjev in članov družinskega sistema, teoretični del pa se zaključi s predstavitvijo virov informacij, pomoči in podpore, ki so na voljo staršem otrok z učnimi težavami. Namen empiričnega dela je bil raziskati in osvetliti omenjene tematike pri starših, pri čemer sem uporabila kvalitativni raziskovalni pristop. Vzorec zajema enajst staršev otrok s specifičnimi učnimi težavami in tri strokovne delavke, ki staršem nudijo različne oblike svetovanja. Ugotovitve, pridobljene s pomočjo polstrukturiranih intervjujev, kažejo, da se starši otrok s primanjkljaji pogosto znajdejo v stiski, povezani z usklajevanjem nudenja učne pomoči in potreb drugih družinskih članov. Podobno poudarjajo strokovne delavke, ki pravijo, da bi starši poleg pomoči, namenjene otrokom, potrebovali tudi podporo pri osebnih stiskah. Ne glede na različne vire pomoči in podpore, ki jih starši uporabljajo, izražajo namreč potrebo po dodatni pomoči pri premagovanju vsakodnevnih izzivov in potrebo po podpori v obliki medsebojnega povezovanja.This master\u27s thesis explores experiences of parents of children with learning difficulties. Children with specific learning difficulties require adaptation, help and support in education and other aspects of life. While confronted with coordination of their role as a loving parent and as an assistant in educational and other challenges, parents deal differently. In the theoretical introduction, specifics of different learning difficulties are introduced alongside the process of diagnosing as well as school-parent cooperation. The next part introduces family as a system, while mentioning the roles and needs of individual family members and family as an entity. Furthermore, the challenges of learning difficulties and following adjustments are presented, as well as parents\u27 feelings concerning those challenges. In that context, parents\u27 hardships as individuals, partners and members of the family system are also exposed. Theoretical part concludes with an introduction of different sources of information, help and support for parents of children with learning difficulties. Using a qualitative research approach, the empirical part explores and highlights mentioned themes. The sample consists of eleven parents of children with specific learning difficulties and three professional workers who provide various forms of parental counselling. Findings, derived from semi-structured interviews, show that parents of children with learning difficulties often find themselves in distress, associated with coordination of learning assistance and the needs of other family members. Regardless of the various sources of help and support, parents express the need for additional help in overcoming everyday challenges as well as the need for enhanced mutual support