Learning Experiences and Strategies of Parents of Young Children with Developmental Disabilities: Implications for Rehabilitation Professionals

ABSTRACT

Aim: To better understand the learning experiences of parents of children with developmental disabilities and the strategies they develop to support their caregiving role. Methods: A qualitative secondary analysis of in-depth interviews with parents of children with developmental disability was conducted to better understand parents' learning experiences and the strategies they developed to use this learning in supporting their children. A foundational thematic analysis process was used to identify the main themes, and the interpretive process was influenced by adult education theories. Results: Findings suggest that participants are highly motivated to learn by a need to understand, to do, and to belong. They also demonstrated varying levels of cognitive, affective, and psychomotor learning. Learning style preferences are evident in participants' narratives and in their self-reported learning strategies. Conclusions: Conceptualizing parents, as adult learners, can be helpful in designing clinical interactions and education initiatives. Knowledge of adult learning principles may enable pediatric therapists to better meet the needs of parents and fulfill their information sharing responsibilities.

KEYWORDS:

• Adult learning theory
• early intervention
• neurodevelopmental conditions
• parent education
• parent experiences

Acknowledgments

We would like to sincerely thank the parents who so willingly shared their experiences with us, and the administration and colleagues in the Neurosciences Program at the Alberta Children's Hospital for their support during the study. A special thank you to Eric Perrault and Gina Ursulak for their vital role in the data analysis process.

Declaration of Interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.

Funding

The preparation of this manuscript was made possible through the Child Health Research Development Fund, Alberta Children's Hospital Foundation.

About the Authors

Karen Hurtubise, Reg PT, MRSc, BSc PT, is a doctoral candidate at the University of Sherbrooke, Faculty of Medicine and Health Sciences, and an associate professor at the University of British Columbia, Faculty of Medicine, Department of Physical Therapy. Her research interests are focused on family-centered care, parent learning, and the design, implementation and evaluation rehabilitation services, using participatory approaches, to improve access for youth with chronic conditions and their families. Christine Carpenter, PT, PhD, recently retired from her position of Reader in Physiotherapy Research and Education at Coventry University, United Kingdom and is a Clinical Associate Professor at the University of British Columbia. She continues to work, nationally and internationally, with Doctoral students with an interest in qualitative and mixed methods research methodologies and has written and co-authored several books on qualitative research and evidence-based practice that target rehabilitation professions.