Australian Parents’ Perspectives on Specific Learning Disorder Assessment and Diagnosis: An Exploration of Barriers, Service Gaps, and Opportunities to Improve Care for Families.

This research investigated parents' perspectives on Specific Learning Disorder diagnosis. Findings highlighted that while receiving their child’s diagnosis can be validating and empowering for parents, the pathway to that point is often fraught with stress, confusion, and systemic barriers. In addition, despite general satisfaction with diagnostic assessment in Australia, gaps in service delivery exist. Finally, there is evidence of community preference regarding SLD diagnostic terminology, which should be incorporated into policy and practice. By drawing on international literature and perspectives of Australian parents, this thesis contributes a nuanced, multi-layered understanding of how diagnostic experiences unfold. It also offers actionable insights to inform family-centred policy and practice.