Parent experiences of specific learning disorder diagnosis: A scoping review

Abstract

The purpose of this review was to scope the quantity and methodological characteristics of the current literature examining parent and caregivers' perspectives of specific learning disorder (SLD) diagnosis, synthesise key findings and highlight gaps in the current literature. A systematic search was conducted for the period January 2013 to March 2023. Twenty‐three articles, representing 1796 parents and caregivers across seven countries, underwent data extraction. The review highlighted considerable variability regarding the main aim and scope of each included study and that most studies used qualitative or mixed method methodology. Three central parts of the diagnostic experience were identified: pathway to assessment, assessment process, and advocating and coordinating support post‐diagnosis. A final theme, broader social and political issues, was also identified. The findings highlight that parents of children with SLDs experienced a similar battle to obtain a diagnosis and access post‐diagnostic support as parents of children with other neurodevelopmental disorders. This provides some evidence that, internationally, parent needs in the time surrounding SLD diagnostic assessment are not being met, with substantial barriers to timely assessment and inadequate post‐diagnosis support. Future research and implications for practice are explored.