Emotional Trauma in Parental Involvement in Transitioning Learners with Intellectual Disabilities from Mainstream to Special Schools

Disability is associated with negativity, discrimination, shame, and stigma in townships, which impacts how parents interpret it when their child has a disability. Parents who have recently learned of children’s intellectual disability often experience psychological emotional trauma due to uncertainty lack knowledge understanding disabilities, including formalized policy-supported transition programs South Africa. Guided by Barbara Mowder’s Parent Development Theory, this study aimed explore parents’ role transitioning learners disabilities from mainstream special schools. Using qualitative case study, semi-structured interviews were conducted eight purposively sampled participants one chosen primary school Soweto, Gauteng Province, The results the current confirmed that meanings attribute parent characteristics during children are influenced connection between Theory’s perceptions participants’ individual factors, educational background levels, made major contribution these perceived parental disabilities. highlight owing levels cultural aspects, identifying can be particularly challenging, overwhelming, mixed emotions. provision psychosocial services schools, as well teacher training skills address overwhelming support needs, will benefit intellectually disabled facilitating therapy counseling process overcome challenges.