父母对特定学习障碍诊断的经验:一个范围审查
Hayley Anthony1, Andrea Reupert1, Louise McLean1
1Faculty of Education, School of Educational Psychology and Counselling, Monash University, Clayton, Victoria, Australia.
概括
导航特定学习障碍 (SLD) 诊断的父母面临着重大挑战. 审查发现,在获得及时评估和诊断后支持方面存在持续的障碍,这表明全球父母的需求尚未得到满足.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 医疗保健系统 医疗保健系统
背景情况:
- 特定学习障碍 (SLD) 诊断是获得教育和治疗支持的关键步骤.
- 在整个诊断过程中,家长和护理人员的经验对于理解系统性挑战至关重要.
- 关于父母对SLD诊断的观点的现有文献需要进行全面的综合.
研究的目的:
- 审查关于SLD诊断的家长/护理人员观点的文献的数量和方法质量.
- 综合有关诊断经验的关键发现.
- 识别当前研究中的差距,并强调对实践和未来研究的影响.
主要方法:
- 从2013年1月到2023年3月进行的系统文献搜索.
- 从23篇文章中提取数据,涉及7个国家的1796名父母/照顾者.
- 质量和混合方法方法在审查的研究中占主导地位.
主要成果:
- 确定了诊断经验的三个核心组成部分:评估的途径,评估过程本身以及诊断后支持倡导.
- 第四个主题涉及影响诊断过程的更广泛的社会和政治问题.
- 患有SLD的孩子的父母在获得诊断和支持方面遇到的困难与其他神经发育障碍的孩子相似.
结论:
- 国际证据表明,围绕SLD诊断评估的家长需求往往没有得到满足.
- 实质性的障碍阻碍了及时的SLD评估,诊断后的支持往往是不充分的.
- 这些发现强调了需要改进的系统来支持父母和孩子通过SLD诊断过程.
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