Exploring the Impacts of Learning Challenges for Children Not Yet Identified with a Learning Disability
Significant learning challenges can manifest years before children are often eligible to be diagnosed with a Learning Disability (LD). Without a formal diagnosis, many children are often limited in the resources and supports that may receive and critical opportunities for early intervention are missed. This study sought to understand and assess the impact of learning challenges experienced by school-aged children (Grades 1 to 9) who had not yet formally received a diagnosis. Ten parents were recruited from London, Ontario and its surroundings counties (Elgin, Middlesex, Oxford) who were caring for children with significant learning challenges. Data were collected using a combination of quantitative and qualitative methodology. Study participants completed a range of standardized measures to assess the severity of children’s challenges across academic, behavioural, socio-emotional and familial domains. A semi-structured interview was also used to explore parent’s caregiving experiences and perceptions of self-determination. Descriptive data indicated that children and their families were significantly impacted by learning challenges notwithstanding formal diagnostic recognition of their challenges. Qualitative content analysis revealed three overarching themes. These included parent’s knowledge and understanding of children’s learning challenges, prominent caregiving needs and available supports. Parents perceptions supported the concept of self-determination as illustrated by specific behaviors of children in this sample. Results highlight continued areas of improvement in how supports are provided for children with learning challenges across school, community, and professional services.
Learning Disabilities, Early-Intervention, Caregiving, Mental Health, Self-Determination
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