Search results for ‘Subject term:"learning disabilities"’ Sort:
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Understanding maternal support for autonomy in young children with Down syndrome
- Authors:
- GILMORE Linda, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 13(2), 2016, pp.92-101.
- Publisher:
- Wiley
Prior research has highlighted the importance of supporting the autonomy of children with Down syndrome from early childhood. There is some evidence to suggest that mothers of children with Down syndrome are more directive than those whose children are developing typically. However, the factors that contribute to maternal autonomy supportive vs. directive behaviours are not well understood. The current study aimed to explore the value and importance that mothers place upon their child's autonomy, as well as the specific factors that influence the support they provide. Interviews were conducted with 14 mothers of young children with Down syndrome. It was revealed that mothers held aspirations for their children's future that included autonomy and independence; however, their capacity to promote autonomy was sometimes constrained by a range of child and family factors, as well as by their focus on developing skills for independent functioning. Understanding the factors that may constrain support for autonomy represents an essential step in the process of designing interventions for promoting maternal support for autonomy in families of children with Down syndrome and other developmental disabilities. (Edited publisher abstract)
Shedding the cotton wool
- Author:
- HOPKINS Graham
- Journal article citation:
- Community Care, 1.5.03, 2003, pp.46-47.
- Publisher:
- Reed Business Information
The temptation to suffocate the development of people with learning difficulties can lead to abuse. Looks at a case where social work practitioners tried to resolve the relationship problems of an overbearing mother and an adult daughter with learning difficulties.
Paying the piper and calling the tune?: the relationship between parents and irect payments for people with intellectual disabilities
- Authors:
- WILLIAMS Val, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 16(3), September 2003, pp.219-228.
- Publisher:
- Wiley
The aim of this paper is to investigate the role parents are playing in direct payments provision for their son or daughter with intellectual disabilities. The paper draws on a UK-wide inclusive research project, carried out by researchers who were members of an organization of people with intellectual disabilities. The purpose of the project as a whole was to explore what support works best for people with intellectual disabilities to access direct payments provision in the UK, and one of the key supports for certain people was found to be parents and families. Drawing on interviews with 29 family carers, the researchers found that parents were often strong advocates of independence for their son or daughter, and only acted as barriers to direct payments when they did not have sufficient information. Parents were found to be playing significant roles as initiators, managers and supporters of direct payments for their son or daughter; however, these roles were matched by important gains in quality of life and relationships within the family. The paper considers the implications of the power balance between persons with intellectual disabilities, their parents and their staff. Direct payments can alter that balance radically, but it is still important to have a good, independent direct payments support scheme to enable the person with intellectual disabilities to be in control.
Room to move: a book for parents of young people with learning disabilities leaving home
- Author:
- COWEN Alison
- Publisher:
- Pavilion,|Joseph Rowntree Foundation
- Publication year:
- 2001
- Pagination:
- 114p., bibliog.
- Place of publication:
- Brighton
Leaving home is a rite of passage which most young people take for granted. For young people with learning disabilities, the decision to leave home usually has to be taken in a more carefully planned way. The book looks at the practical and emotional issues involved when a young person leaves home to live independently of their family. The book draws on the experiences of parents and young people, showing how they cope during and after the move. There are practical tips for parents and also views from the people who are the focus of the book, the young people themselves.
'He will finish up caring for me': people with learning disabilities and mutual care
- Authors:
- WILLIAMS Val, ROBINSON Carol
- Journal article citation:
- British Journal of Learning Disabilities, 29(2), June 2001, pp.56-62.
- Publisher:
- Wiley
Reports on a research study of the impact of the UK Carers Act 1995 on families with someone with a learning disability. It involved canvassing the views of people with learning disabilities about their experience of assessments and their relationships within the family. The authors found that many people with learning disabilities expressed empathy for their carer's point of view and that several people (including some who had high support needs themselves) were performing care tasks for their elderly parents. However, no one appeared to recognise the situation as one of mutual care, and parents generally carried on defining themselves as carers since they took responsibility and exercised control. The authors conclude that mutual caring is far more common than is recognised and includes people with severe learning disabilities. A more holistic approach to assessment of needs is required that can take into account the complex web of interdependence within a family. Rather than categorising people into 'carers' and 'cared-for', the authors suggest a model that recognises mutually supportive partnerships within the family.