Parents Together was an action research project by the researchers of the Department of Sociological Studies at the University of Sheffield. The project set out to support parents with learning difficulties in ways that were non-stigmatising, non-intrusive and responsive to the parents' views of their own needs. Parents had individual advocates and were also invited to attend advocacy support groups; 25 families were involved. Describes the key lessons.
Parents Together was an action research project by the researchers of the Department of Sociological Studies at the University of Sheffield. The project set out to support parents with learning difficulties in ways that were non-stigmatising, non-intrusive and responsive to the parents' views of their own needs. Parents had individual advocates and were also invited to attend advocacy support groups; 25 families were involved. Describes the key lessons.
Despite the growth in independent living, most people with learning difficulties still live in the family home. As their life expectancy increases, a growing proportion will continue to live with very elderly family members, usually parents, and will survive them. Summarises the findings of a review of research, policy and practice on service provision for adults with learning difficulties living at home with older family carers and spoke with carers, users and staff.
Despite the growth in independent living, most people with learning difficulties still live in the family home. As their life expectancy increases, a growing proportion will continue to live with very elderly family members, usually parents, and will survive them. Summarises the findings of a review of research, policy and practice on service provision for adults with learning difficulties living at home with older family carers and spoke with carers, users and staff.
Subject terms:
learning disabilities, literature reviews, older people, parents, social care provision, ageing, carers, families;
A recent study by the authors of the University of Sheffield explored the experience of children brought up in a family headed by a parent or parents with learning difficulties. Drawing on in-depth interviews with 30 now-adult children, the researchers challenge many common assumptions about the risks and outcomes of such an upbringing.
A recent study by the authors of the University of Sheffield explored the experience of children brought up in a family headed by a parent or parents with learning difficulties. Drawing on in-depth interviews with 30 now-adult children, the researchers challenge many common assumptions about the risks and outcomes of such an upbringing.
A Task Force on Supporting Disabled Adults in their Parenting Role received evidence that people with physical impairments, sensory impairments, learning difficulties, mental health difficulties, long-term illness or HIV/AIDS experience common barriers to receiving appropriate support in their parenting role. The Task Force consisted of representatives from government, social services, voluntary organisations and disabled parents' organisations. It took evidence from parents, professionals and researchers.
A Task Force on Supporting Disabled Adults in their Parenting Role received evidence that people with physical impairments, sensory impairments, learning difficulties, mental health difficulties, long-term illness or HIV/AIDS experience common barriers to receiving appropriate support in their parenting role. The Task Force consisted of representatives from government, social services, voluntary organisations and disabled parents' organisations. It took evidence from parents, professionals and researchers.
Subject terms:
HIV AIDS, interpersonal relationships, learning disabilities, parent-child relations, parents, parents with learning disabilities, physical disabilities, social care provision, user participation, visual impairment, families, parental mental health;