Challenges Experienced by Caregivers in Communicating with Children with Severe to Profound Intellectual Disabilities

Abstract

Background: Children with severe to profound intellectual disabilities (SPID) may have complex and numerous disabilities, such as intellectual limits and severe deficits in bodily functions. This disorder is typified by issues with speech, language, mobility, agility, and emotional issues providing quality education in appropriate special care centres for children who present with such complex conditions is challenging. Objective: This study explored and described the experiences of caregivers in communicating with children with severe to profound intellectual disabilities in selected special care centres in Gauteng Province. Method: This study followed a qualitative approach and data collection was gathered through in-depth semi-structured interviews, observations in the classroom corroborated children and caregiver`s communication behavior, and document analysis. Eight caregivers were purposively selected to participate in the study. The theory underpinning this study are Ubuntu and Attachment theories. The theories provided the study's foundation and emphasized caring as the central component and influence communication. Result: The thematic analysis revealed the key areas of support needs. The following themes emerged and are as follows: Communication strategies used for children with SPID and, experiences of caregivers in supporting children with SPID. Through these themes the research questions were answered. Conclusion: The study revealed that caregivers' inadequate communication abilities prevent them from responding to the needs of children with SPID. To meet the communication needs of children with SPID, communication requires, relevant communication devices or resources, collaboration with other stakeholders and a qualified trained caregiver.