Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Exploring the experiences of parents' involvement in supporting children with dyslexia in Maseru, Lesotho
This study aimed to explore the experiences of parents' involvement in supporting children with dyslexia in Maseru, Lesotho. The research enquiry was rooted in Bronfenbrenner's Ecological Systems Theory for parental involvement. The study employed a qualitative research design, specifically phenomen...
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | English English |
| Published: |
Department of Social Development
2025
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613209320488960 |
|---|---|
| access_status_str | Open Access |
| author | Mahao, Nts’epase |
| author2 | Hoosa, Shanaaz |
| author_browse | Hoosa, Shanaaz Mahao, Nts’epase |
| author_facet | Hoosa, Shanaaz Mahao, Nts’epase |
| author_sort | Mahao, Nts’epase |
| collection | Thesis |
| description | This study aimed to explore the experiences of parents' involvement in supporting children with dyslexia in Maseru, Lesotho. The research enquiry was rooted in Bronfenbrenner's Ecological Systems Theory for parental involvement. The study employed a qualitative research design, specifically phenomenology research approach, through face-to-face semi-structured interviews to gain insights and an understanding of parents' experiences regarding their involvement in supporting a child with dyslexia. The interviews were conducted with 12 participants who have lived in Maseru, Lesotho and their child was diagnosed with dyslexia. The diagnosis was carried out by their special education teacher. The sample was selected through purposeful sampling method. To analyse the data, thematic analysis was employed. The findings of this study revealed that parents' involvement in supporting their child is influenced by their lack of knowledge of dyslexia. As a result, their emotional experiences, experiences in seeking a diagnosis from professionals for their child, limited access to resources and information, their experiences with home-based involvement and parents' experiences with mainstream and special education needs (SEN) schools, were shaped by their lack of knowledge of dyslexia. The presence of a child with dyslexia was also noted to have an effect on family dynamics including the parent-child relationship, sibling relationship and parents' expectations. Furthermore, parents were observed to have insufficient support to help them in supporting their child, mainly relying on social support and spiritual support. The study emphasises the need for increased public awareness, policy development and institutional support to enhance parental involvement and improve outcomes for children with dyslexia in Maseru, Lesotho. Recommendations include developing dyslexia-specific interventions, training for educators and healthcare professionals (HPCs), and greater collaboration between parents, school, HCPs and policymakers. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/42365 |
| institution | University of Cape Town (South Africa) |
| language | English eng |
| last_indexed | 2026-06-10T12:32:29.432Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Department of Social Development |
| publisherStr | Department of Social Development |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/42365 Exploring the experiences of parents' involvement in supporting children with dyslexia in Maseru, Lesotho Mahao, Nts’epase Hoosa, Shanaaz dyslexia parental involvement experiences support strategies inclusive education This study aimed to explore the experiences of parents' involvement in supporting children with dyslexia in Maseru, Lesotho. The research enquiry was rooted in Bronfenbrenner's Ecological Systems Theory for parental involvement. The study employed a qualitative research design, specifically phenomenology research approach, through face-to-face semi-structured interviews to gain insights and an understanding of parents' experiences regarding their involvement in supporting a child with dyslexia. The interviews were conducted with 12 participants who have lived in Maseru, Lesotho and their child was diagnosed with dyslexia. The diagnosis was carried out by their special education teacher. The sample was selected through purposeful sampling method. To analyse the data, thematic analysis was employed. The findings of this study revealed that parents' involvement in supporting their child is influenced by their lack of knowledge of dyslexia. As a result, their emotional experiences, experiences in seeking a diagnosis from professionals for their child, limited access to resources and information, their experiences with home-based involvement and parents' experiences with mainstream and special education needs (SEN) schools, were shaped by their lack of knowledge of dyslexia. The presence of a child with dyslexia was also noted to have an effect on family dynamics including the parent-child relationship, sibling relationship and parents' expectations. Furthermore, parents were observed to have insufficient support to help them in supporting their child, mainly relying on social support and spiritual support. The study emphasises the need for increased public awareness, policy development and institutional support to enhance parental involvement and improve outcomes for children with dyslexia in Maseru, Lesotho. Recommendations include developing dyslexia-specific interventions, training for educators and healthcare professionals (HPCs), and greater collaboration between parents, school, HCPs and policymakers. 2025-11-27T08:33:19Z 2025-11-27T08:33:19Z 2025 2025-11-27T08:17:40Z Thesis / Dissertation Masters MSc http://hdl.handle.net/11427/42365 en eng application/pdf Department of Social Development Faculty of Humanities University of Cape Town |
| spellingShingle | dyslexia parental involvement experiences support strategies inclusive education Mahao, Nts’epase Exploring the experiences of parents' involvement in supporting children with dyslexia in Maseru, Lesotho |
| thesis_degree_str | Master's |
| title | Exploring the experiences of parents' involvement in supporting children with dyslexia in Maseru, Lesotho |
| title_full | Exploring the experiences of parents' involvement in supporting children with dyslexia in Maseru, Lesotho |
| title_fullStr | Exploring the experiences of parents' involvement in supporting children with dyslexia in Maseru, Lesotho |
| title_full_unstemmed | Exploring the experiences of parents' involvement in supporting children with dyslexia in Maseru, Lesotho |
| title_short | Exploring the experiences of parents' involvement in supporting children with dyslexia in Maseru, Lesotho |
| title_sort | exploring the experiences of parents involvement in supporting children with dyslexia in maseru lesotho |
| topic | dyslexia parental involvement experiences support strategies inclusive education |
| url | http://hdl.handle.net/11427/42365 |
| work_keys_str_mv | AT mahaontsepase exploringtheexperiencesofparentsinvolvementinsupportingchildrenwithdyslexiainmaserulesotho |