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Journal of Intellectual Disabilities
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Maternal Responses to the Diagnosis of Learning Disabilities in Children

A Qualitative Study using a Focus Group Approach

Kevin J. Partington

University of Southampton, UK

The aim of this study was to explore maternal responses to the diagnosis of learning disabilities in children using a focus group approach. The findings identified four central themes: differences between antenatal and postnatal diagnosis, whereby the former presented a dilemma in relation to the option of termination; reactions from the participants being comparable to a recognized cycle of bereavement; issues relating to causation; and examples of poor interpersonal skills from the medical services. Overall, analysis demonstrated that maternal responses appear to be a complex set of intertwined emotional and cognitive behaviours. External influences were predominantly negative or pessimistic, often manifesting within a moral and ethical framework of making a decision on the prospective genetic worth of a human being.

Key Words: bereavement • causation • communication • diagnosis • learning disability

Journal of Intellectual Disabilities, Vol. 6, No. 2, 163-173 (2002)
DOI: 10.1177/146900470200600205
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Home page
 Journal of Research in NursingHome page
O. Barr and R. McConkey
A different type of appointment: the experiences of parents who have children with intellectual disabilities referred for genetic investigation
Journal of Research in Nursing, November 1, 2007; 12(6): 637 - 652.
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