A Phenomenological Study of the Experiences of Fathers of Children with Developmental Disabilities in Language Therapy

The purpose of this study is to understand the experiences of fathers of children with developmental disabilities in relation to their children's language therapy. To achieve this objective, five participants who met the inclusion criteria and expressed a strong willingness to participate were selected. The study employed Giorgi’s phenomenological research method, which resulted in the derivation of five essences, thirteen constituents, and thirty-three sub-constituents. The analysis revealed several key themes. Fathers initially recognized their child’s need for language therapy upon noticing abnormalities in language development and began therapy without delay. However, they encountered limitations due to the barriers imposed by the disability. Upon receiving a formal diagnosis for their child, the fathers confronted a new reality and took on the full responsibility and sacrifice associated with “the mission and weight of fatherhood.” They also experienced “a series of conflicts,” feeling distress and concern when witnessing their child's struggle to communicate with others. Feelings of guilt and despair were reported when caregiving responsibilities had to be delegated to non-disabled siblings or grandparents due to work or personal obligations. Despite these challenges, fathers developed “a changed mindset” through observing the positive effects of language therapy. They expressed joy in being able to communicate with their child, strength gained from engaging in repetitive practice, and gratitude toward their supportive spouses. Lastly, under the theme of “moving forward with language therapy,” the fathers showed a sincere and dedicated attitude toward therapy, aiming for their children to be able to express themselves clearly to others. They regarded language therapy as a transformative process that not only changed their lives and those of their children, but also served as a valuable opportunity for meaningful and specialized parental education—education that is not ordinary, but extraordinary. This study concludes with a discussion of the main findings and their practical implications.