Family social support and reading-skill development among children with intellectual disabilities

A qualitative study at an Indonesian special school

Abstract

Children with intellectual disabilities often require intensive, repeated, and contextually meaningful literacy instruction. This study examined the forms of family social support provided during reading activities and explored how such support contributes to children’s self-efficacy and early reading development. A descriptive qualitative study with a phenomenological orientation was conducted at SLB Rela Bhakti 1 Gamping, Yogyakarta, Indonesia. Participants comprised four parents or guardians as key informants, three classroom teachers, and the school principal as supporting informants. Data were generated through semi-structured interviews, participant observation, and document review, and were analysed using the interactive procedures of data condensation, data display, and conclusion drawing. The findings identified four interdependent forms of family support: emotional, instrumental, informational, and appraisal support. Emotional security reduced anxiety during repeated reading attempts; learning materials and direct assistance created opportunities for mastery; parent–teacher communication aligned instructional practices across home and school; and praise or recognition strengthened children’s willingness to persist. Interpreted through social support and self-efficacy theories, these practices formed a reinforcing pathway from family support to confidence, persistence, and gradual reading progress. The study suggests that literacy support for children with intellectual disabilities should be designed as a coordinated home–school process rather than as a school-only intervention.