Perceptions and Experiences of Parents and Teachers of Children With Special Needs: an Exploratory Study on Quality of Life

Abstract

Abstract Background The rationale of the study was to assess the perceptions and experiences of parents and teachers of children with special needs that affect their quality of life. Methods A qualitative exploratory research design using focus group discussions was selected for this study and carried out over a period of three months. The six domains of the WHO “Quality of life framework WHOQOL-100” had been used as a guiding principle for data collection. Purposive sampling technique was used to conduct six focus group discussions with 30 parents and 24 teachers of children with special needs at the Ida Rieu School for Deaf, Karachi and data was analyzed manually. Results The experiences and perspectives were captured in six major themes; 1) Social Dimensions of Parents 2) Personal insight 3) Deteriorating health 4) Inadequate capacity in care-giving 5) Financial constraints and 6) Perceptions about inclusive education for children with special needs. Parents and teachers of children with special needs shared negative impacts on physical and psychological health, economic hardships leading to teacher attrition, presence of depression, low societal support leading to social exclusion of parents, and lastly unpreparedness of the system for inclusive education. Conclusion Respondents’ quality of life was significantly affected by the special needs of children. Parents and teachers had important insights regarding those aspects of care-giving affecting their quality of life negatively and positively. Interventions aimed to address these issues may create positive impacts on the lives of these caregivers. The most effective ways of this are supportive social structure through formation of parental support groups and provision of school psychologists within special schools. Training for teachers to teach such children, coupled with better salary and benefit packages could enhance professional motivation and improve teacher retention.