Experiences of Parents With Learning Differences in Early Childhood Home Visiting: A Qualitative Descriptive Study

Abstract

Parents with intellectual and/or developmental disabilities or other learning differences are at increased risk for health disparities. Home visiting is a promising strategy to mitigate these risks for parents with learning differences and their families through direct service provision. Many early childhood home visiting programs identify parents with learning differences as a high-priority population. However, home visitors do not feel equipped to provide supports to this population. We conducted a qualitative descriptive study using interviews with parents with learning differences engaged in home visiting (N = 7) to characterize parents’ experiences, needs, and expectations in home visiting and to identify ways in which home visiting services can be more responsive and helpful for parents with learning differences. We analyzed data inductively and conducted member checking of themes. Findings showed parenting is challenging but rewarding for parents with learning differences, and home visitors support parents with enrolling in home visiting and other resources, understanding home visiting materials and activities, and facilitating conversations about parental learning differences. Findings suggest parents with learning differences participate in home visiting and benefit from tailored supports delivered by home visitors. Changes to improve accessibility in home visiting enrollment procedures and materials are warranted. Home visitors may need trainings and resources to feel more equipped to deliver services and supports in ways that are inclusive, affirming, and respectful of parents with learning differences. The perspectives of parents with learning differences are necessary to ensure home visiting services are inclusive, accessible, and effective in meeting families’ needs.