Search results for ‘Subject term:"learning disabilities"’ Sort:
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The role of formal support in the lives of children of mothers with intellectual disability
- Authors:
- COLLINGS Susan, GRACE Rebekah, LLEWELLYN Gwynnyth
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(3), 2017, p.492–500.
- Publisher:
- Wiley
Background: Mothers with intellectual disability face socioeconomic disadvantage and social isolation, which is associated with poorer child outcomes. Social services feature prominently in the lives of mothers with intellectual disability especially those without informal support; however, the role of formal support in the lives of their children has not been explored. Methods: Seven children aged 7–11 years took part in semi-structured interviews to explore their social experiences. Stories about interactions at home, school and with peers were analysed to illuminate influences, including social support, in their lives. Results: Formal support can provide an enduring relationship for children from socially restricted homes when it focuses on the child's abilities, interests and needs as distinct from those of their mother. Child-focused support can be from a paid worker or volunteer. Conclusions: Family support services need to apply a child focus to improve the well-being of children in vulnerable families. (Publisher abstract)
Negotiating with gatekeepers in research with disadvantaged children: a case study of children of mothers with intellectual disability
- Authors:
- COLLINGS Susan, GRACE Rebekah, LLEWELLYN Gwynnyth
- Journal article citation:
- Children and Society, 30(6), 2016, p.499–509.
- Publisher:
- Wiley
Child-oriented researchers have long recognised children's right to be heard in research about their lives and, as experts about childhood, their perspectives should inform social policy and research. While it is encouraging that more children are consulted about matters of importance to them, some children's voices remain silenced. When researchers have to liaise with adults, such as parents and social workers, to recruit children, these adults make decisions about who participates. An account of recruiting children of mothers with intellectual disability, a potentially disadvantaged group, is presented. The reasons for gatekeeping and the implications of this are explored. (Publisher abstract)
Children of parents with intellectual disability: facing poor outcomes or faring okay?
- Authors:
- COLLINGS Susan, LLEWELLYN Gwynnyth
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 37(1), March 2012, pp.65-82.
- Publisher:
- Taylor and Francis
Children of parents with intellectual disability (ID) are assumed to be at risk of developmental, academic, behavioural, and social adjustment problems. The aim of this review is to gain an understanding of the current state of knowledge of children of parents with ID. A database and reference search identified 26 studies on child outcomes for review. Two groups of studies were identified. The first investigated an association between parental intellectual disability and child outcomes where there was significant disadvantage. Some findings suggest low parental intellectual capacity can negatively impact child outcomes, but others indicate child development approaches population norms. A second, small group of studies explored narrative accounts of childhood to find that social exclusion, bullying, and stigma are commonplace. Removal from parental care emerged as a significant risk for this group of children. The review concludes that the studies do not reach a consensus about likely developmental or behavioural outcomes, with some children of parents with ID faring well and others at risk of less than ideal outcomes. The children studied usually come from clinical populations or other high-risk groups, and are typically young children.