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Home and the social worlds beyond: exploring influences in the lives of children of mothers with intellectual disability
- Authors:
- COLLINGS S., LLEWELLYN G., GRACE R.
- Journal article citation:
- Child: Care, Health and Development, 43(5), 2017, pp.697-708.
- Publisher:
- Wiley
Background: Mothers with intellectual disability are likely to raise their children in socially disadvantaged circumstances, and many face social isolation; however, the impact of a potentially restricted home context on children's social worlds has not been examined. This study was conducted to explore influences in the social worlds of children of mothers with intellectual disability from a child's perspective. Methods: Seven children aged 7 to 11 years took part in at least two semi-structured interviews over a year. Narrative accounts of each child's social interactions were analysed to ascertain if a pattern was present across the group. Results: Home was found to influence the children's social interactions elsewhere by providing (or not) predictable routines and rules, and support from a significant adult other than a mother. Home environments were found to influence other social worlds by establishing a foundation for children's expectations about social interactions. Conclusions: The social worlds of school-aged children of mothers with intellectual disability are shaped by influences in the home that cannot be attributed exclusively to having a parent with intellectual disability. Significant adults provide an important support role and can be fulfilled by social service workers when a family-centred approach is applied. (Publisher abstract)
Women with intellectual disability at risk of adverse pregnancy and birth outcomes
- Authors:
- McDONNELL D., MAYES R., LLEWELLYN G.
- Journal article citation:
- Journal of Intellectual Disability Research, 52(6), June 2008, pp.529-535.
- Publisher:
- Wiley
A total of 878 pregnant women attending their first antenatal clinic visit in and area of New South Wales, Australia were ‘screened’ for intellectual disability (ID). Pregnancy and birth outcomes data were extracted from medical records post-partum. These data included pregnancy-related health conditions, including pre-eclampsia and gestational diabetes, and birth outcomes, including gestational age, birthweight, Apgar score and admission to neonatal intensive care and/or special care nursery. A total of 57 (6.5%) pregnant women with ID and/or self-reported learning difficulties were identified. These women experienced an unusually high rate of pre-eclampsia. Their children more often had low birthweights, and they were more frequently admitted to neonatal intensive care or special care nursery. Further research is needed to understand the reasons for the adverse findings of this study and identify potentially changeable factors contributing to adverse pregnancy and birth outcomes for women with ID and/or self-reported learning difficulties and their children. To ensure quality antenatal care, health professionals may need to consider innovations such as extended consultation times, communication aids and audio-taping consultations.