EXPLORING COGNITIVE ABILITIES: A QUALITATIVE INQUIRY INTO THE EXPERIENCES OF MOTHERS RAISING CHILDREN WITH INTELLECTUAL DISABILITIES

Amna Bashir; Ayesha  Sitwat; Nazia  Bashir

doi:10.46662/jass.v11i1.432

Amna Bashir Special Education/Clinical Psychologist
Ayesha Sitwat Assistant Professor, Centre for Clinical Psychology, University of the Punjab, Lahore
Nazia Bashir Clinical Psychologist, Centre for Clinical Psychology, University of the Punjab, Lahore

DOI: https://doi.org/10.46662/jass.v11i1.432

Keywords: Intellectual Disability, Parental Perceptions, Reflexive Thematic Analysis, Qualitative Paradigm

Abstract

The aim of this study is to explore the experiences and perceptions of parents regarding the development of cognitive abilities in their children with intellectual disability (ID) with a focus on understanding parental perspectives, challenges, and strategies employed in fostering cognitive growth in their children with ID. Understanding how parents perceive the abilities of their children with (ID) in Pakistan is crucial for developing effective diagnostic tool, educational programs and support services tailored to their needs. Given the lifelong limitations associated with ID, gaining insight into parental perspectives can serve as a gateway to implementing targeted interventions that aim to enhance cognitive development and overall well-being in this population. The study employed a qualitative research paradigm, with a purposive sample of 15 participants selected. Data collection involved conducting focus group discussions, and analysis was conducted using Reflexive Thematic Analysis (RTA). The findings highlighted two primary themes: Impaired Cognitive Abilities, specifically focusing on reasoning, problem-solving, and the consequences of these impairments. Mothers expressed concerns about their children with ID demonstrating limited planning, problem-solving, and reasoning abilities in daily life, which significantly affects their integration into society. Consequently, there is a strong emphasis on the necessity to develop an indigenous tool for diagnosing and measuring progress, along with a related curriculum that prioritizes these core skills.