Parental perceptions of language acquisition skills in young children with Down syndrome

Abstract

Through a qualitative approach, this study aims to provide insight into how children with Down syndrome between the ages of 5-8 acquire their language skills. In order to do this, exploring parental perceptions of language development in their children is essential. Through semi-structured interviews, 6 sets of parents gave their subjective experience, which represented their individual perception on their child’s language acquisition. Data was analyzed through thematic analysis using the constant comparative method (Glaser & Strauss, 2009). The analysis presented 4 underlying themes: Early Intervention, Parent’s involvement in their child’s language development, Mainstream school and collaboration and Receptive vs. Expressive language skills. The results showed that early intervention, along with adopting the appropriate thinking style were some of the most important elements for the parents in relation to their child’s ability to acquire language. In addition, the results also showed how the level of parental involvement reflects the child’s level of development. Overall a general positive perception was identified, and it is hoped that this dissertation will bring more awareness to the importance of intervention services, which aim to improve parents’ participation in their children’s language development. This can ultimately improve the quality of life of both the parents, as well as the child with a disability.