Parents’ Experiences in Bringing Out and Honing the Talents of Learners with Special Needs

Abstract

This study explored the lived experiences of parents in nurturing the talents of learners with special needs, focusing on children diagnosed with Autism Spectrum Disorder (ASD) and Down Syndrome. Conducted in Jakarta, Indonesia, it employed a qualitative phenomenological design guided by Bronfenbrenner’s Ecological Systems Theory to examine the interplay of home, school, and community factors in talent development. Five parents, including the researcher as a co-participant, participated in semi-structured interviews. To address subjectivity, the researcher engaged in reflexive journaling, peer debriefing, and member-checking to ensure balanced interpretation of the data. Thematic analysis revealed five key themes: (1) acceptance and emotional resilience, (2) early recognition of children’s unique strengths, (3) hands-on and creative parental involvement, (4) adaptation amid limited institutional support, and (5) pursuit of social inclusion despite stigma. Parents described a transformative emotional journey from fear and guilt to empowerment through faith, patience, and advocacy. They developed interest-based learning strategies, adjusted parenting styles, and assumed dual roles as caregivers and educators, often compensating for systemic gaps. Based on these findings, the study offers the TALENT CARE framework as a preliminary recommendation for future intervention. This parent-centered initiative outlines seven components—Tailored Learning Plans, Advocacy and Access Workshops, Life Skills and Literacy Integration, Emotional Resilience Circles, Network Building, Technology Use in Learning, and Creating Advocates through Resilient Engagement—designed to build parental capacity, strengthen home-school partnerships, and foster inclusion. The study concludes that parents are indispensable partners in talent development and calls for more inclusive educational frameworks, emotional support mechanisms, and community-based initiatives that affirm neurodiverse learners and empower their families.