The educational experiences of a child with intellectual disabilities and her mother during the transition from kindergarten to elementary school: A narrative study

Objectives This study aims to analyze the impact of the educational experiences of children with intellectual disabilities and their mothers on the transition process in elementary schools through narrative research. Methods To this end, a narrative study was conducted on one mother with intellectual disabilities with children with intellectual disabilities. All interviews were transcribed and analyzed for meaningful contents such as the difficulty of the joint curriculum, the growth process, and the help of the surroundings, which appeared in relation to the joint curriculum from kindergarten to elementary school. Results The research findings revealed a total of 24 meaningful units, 10 sub-themes, and 5 central themes. Specifically, the five central themes concerning the experiences of mothers with disabilities who have children with disabilities in elementary school transition education are: “Beginning School Life and the Associated Confusion,” “The Mother's Confidence as Guilt,” “Supportive Guides from the Surrounding Community for Transition,” “Support Measures for a Successful Transition Process in Special Education,” and “Children Who Empower Their Mothers.” Conclusions Based on these findings, the narrative study explored the challenges of parenting among mothers with intellectual disabilities in the context of the elementary school transition process for their children with intellectual disabilities, as well as the researcher’s personal growth journey. It proposed the necessity of systematic community support for individuals with intellectual disabilities, along with the need for life-cycle interventions and individualized education.