Abstract：
The purpose of this review was to scope the quantity and methodological characteristics of the current literature examining parent and caregivers\' perspectives of specific learning disorder (SLD) diagnosis, synthesise key findings and highlight gaps in the current literature. A systematic search was conducted for the period January 2013 to March 2023. Twenty-three articles, representing 1796 parents and caregivers across seven countries, underwent data extraction. The review highlighted considerable variability regarding the main aim and scope of each included study and that most studies used qualitative or mixed method methodology. Three central parts of the diagnostic experience were identified: pathway to assessment, assessment process, and advocating and coordinating support post-diagnosis. A final theme, broader social and political issues, was also identified. The findings highlight that parents of children with SLDs experienced a similar battle to obtain a diagnosis and access post-diagnostic support as parents of children with other neurodevelopmental disorders. This provides some evidence that, internationally, parent needs in the time surrounding SLD diagnostic assessment are not being met, with substantial barriers to timely assessment and inadequate post-diagnosis support. Future research and implications for practice are explored.
摘要：
这篇综述的目的是对当前研究父母和照顾者的特定学习障碍（SLD）诊断观点的文献的数量和方法特征进行范围研究。综合关键发现并突出当前文献中的差距。在2013年1月至2023年3月期间进行了系统搜索。二十三条文章,代表了七个国家的1796名父母和照顾者，进行数据提取。审查强调了每项纳入研究的主要目标和范围的很大差异，并且大多数研究使用定性或混合方法方法。确定了诊断经验的三个中心部分：评估途径，评估过程，并倡导和协调诊断后的支持。最后一个主题,更广泛的社会和政治问题，也被确认了。研究结果强调，患有SLD的儿童的父母经历了与其他神经发育障碍儿童的父母类似的获得诊断和获得诊断后支持的斗争。这提供了一些证据，国际上,在SLD诊断评估未得到满足的时间内的父母需求，对及时评估和诊断后支持不足有重大障碍。探索了未来的研究和对实践的启示。
