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This phenomenological research study examined the perspectives of parents and caregivers of persons with low-incidence exceptionalities through the use of semi-structured interviews. The purpose of the study was to determine what, if any, barriers they face in providing the best life possible for their children. All of the adult children in question sustained a developmental disorder, were 20 years of age or older, had completed high school, and lived in Ontario, Canada. From the study emerged eight themes: school entry and leaving, assessment, placement, resources, teacher training, advocacy, independence, and friendship. All of the participants had faced numerous challenges in the rearing of their children, particularly in dealing with schools and community agencies. In general, the participants did not feel that they had an active and respectful role in their child’s education or a satisfying relationship with their child’s school. In addition, participants reported that community services were stretched thin and that the demands for meeting eligibility criteria were often confusing, frustrating, and exhausting.