Taiwanese families' perspectives on learning disabilities: an exploratory study in three middle schools

Abstract

The purpose of this study was to investigate families' perspectives on learning disabilities (LD) in Taiwan. A researcher‐designed survey was sent out to families of children with or without LD from three middle schools. Data from 153 participants were gathered and analysed. The survey consisted of four sections, namely demographic information, children's reading performance, families' general understanding and perspectives of LD. Specifically, the last section of 54 Likert scale items designed to gather information about families' perspectives of LD was analysed with five domains: causes of LD (inherent or acquired), conceptions and misconceptions, attitudes (acceptance or rejection), disclosure of disabilities (willing or unwilling), and support. Results indicated that families were not familiar with educational services related to LD in schools. Additionally, families' experiences with people with disabilities resulted in different perspectives regarding the causes and conceptions about LD, and acquiring support. Families' perspectives on LD also correlated with personal characteristics, including the level of their children's reading performance, number of children and income level. The cultural implications of these findings interplay with an emphasis on academic performance are discussed.