Search results for ‘Subject term:"learning disabilities"’ Sort:
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Supporting parents with learning disabilities and difficulties: a starting point
- Author:
- DISABILITY, PREGNANCY AND PARENTHOOD INTERNATIONAL
- Publisher:
- Disability, Pregnancy and Parenthood International
- Publication year:
- 2011
- Pagination:
- 44p.
- Place of publication:
- London
Of an estimated 53,000 parents with a learning disability in England, around half will face the family courts, and the removal of their children from their care. Yet when parents' individual support needs are addressed, many are able to successfully develop parenting skills and care for their own children. However, professionals are often ill equipped to provide the support needed. This booklet is aimed at professionals and students who work with parents with a learning disability. It contains a brief introduction to some of the issues faced by this group of parents, along with a collection of resources and contacts. These include: national organisations, websites and contacts that can provide further information; local projects and services; accessible information for parents; tools, guidance and resources for professionals; and further reading for professionals.
Support for fathers of learning disabled children
- Author:
- GORE Nick
- Journal article citation:
- Community Care, 11.3.10, 2010, pp.24-25.
- Publisher:
- Reed Business Information
Research into the positive roles that fathers of children with learning disabilities can provided is explored. The article highlights the findings from a 2006 study from the Foundation for People with Learning Disabilities and a 2009 survey of 250 fathers of children with learning disabilities.
Effective support for parents with a learning disability and their children: seminar held at National Children's Bureau, 7 December 2007
- Author:
- NATIONAL CHILDREN'S BUREAU
- Publisher:
- National Children's Bureau
- Publication year:
- 2008
- Pagination:
- 19p.
- Place of publication:
- London
NCB Social Inclusion Department seminar notes More and more people with a learning disability are choosing to become parents yet between 40-60% of them will at some stage have their children taken away from them.
A qualitative investigation into the experiences of having a parent with a learning disability
- Authors:
- HEWITT Olivia, CLARKE Angela T.
- Journal article citation:
- British Journal of Learning Disabilities, 44 (4), 2016, pp.292-300.
- Publisher:
- Wiley
Background: More people with a learning disability are becoming parents. Little is known about the lived experiences of the children who have a parent with a learning disability. Methods: This study uses interpretative phenomenological analysis (IPA) to understand the lived experiences of people who have a parent with a learning disability. Five people who have a parent with a learning disability were asked about their experiences of being parented and their childhood more generally. Results: Four themes emerged from the interviews: 1) ‘Fitting in’ within the wider family system, 2) The parental relationship and the impact of disability, 3) A difficult childhood and 4) Resilience. Conclusions: These findings are compared with the existing literature, and similarities and emerging findings are noted. Implications for services when supporting families with a parent who has a learning disability are discussed. Additional ideas about areas that require additional research are identified. (Publisher abstract)
Developing the pregnancy support pack for people who have a learning disability
- Authors:
- PORTER Eleanor, et al
- Journal article citation:
- British Journal of Learning Disabilities, 40(4), December 2012, pp.310-317.
- Publisher:
- Wiley
Today, an increasing number of people with learning disabilities have children. They are expected to fit into existing health services and are disadvantaged when presented with complex information regarding pregnancy and birth. However, there is a lack of information in relation to accessible information on antenatal care and consent to medical procedures, despite this being a recommendation by best practice guidelines on working with parents who have a learning disability. This project aims to redress this balance by developing accessible resources for a typical pregnancy. Thematic analysis is used to evaluate the accessibility and acceptability of the resources from a professional and service user perspective, and identified themes are discussed. Results suggest that adapted resources are helpful in supporting parents with learning disabilities to access essential information about their pregnancy and to make informed decisions about their care. They support the interaction between parents and maternity services, resulting in a more effective and efficient care process.
Parents with learning disabilities and speech and language therapy. A service evaluation of referrals and episodes of care
- Author:
- STANSFIELD Jois
- Journal article citation:
- British Journal of Learning Disabilities, 40(3), September 2012, pp.169-176.
- Publisher:
- Wiley
Parents with learning disabilities are increasingly coming to the attention of a range of service providers. The speech and language therapy (SLT) service which works with adults with learning disabilities in an area of northern England receives referrals of parents. Requests are made for communication assessment and intervention, partly to support good enough parenting. The aim of this study was to identify current referral patterns and quantify the level of demand upon the SLT service from this relatively new referral population to enable the service to meet the needs of these clients. Data covering a 24-month period was collected. The SLT clinical database was interrogated to establish the number of parent referrals, and a case note audit was carried out to identify the reason for referral and number of contacts. The results indicated that over a fifth of referrals during that period were of parents, including a relatively high proportion of young women. Several referrals were related to the imminence of court cases, while others reflected the possibility of supporting parents to increase their communication skills to be good enough parents. The level of demand on the service suggests an increase in people who are experiencing communication challenges resulting from their opportunity to live an ordinary life as parents.
Parent training support for intellectually disabled parents: protocol information
- Authors:
- COREN Esther, et al
- Publisher:
- Campbell Collaboration
- Publication year:
- 2010
- Pagination:
- 16p., bibliog.
- Place of publication:
- Oslo
Previous research has suggested that the number of intellectually disabled people with children is increasing. Children of parents with intellectual disabilities may be at increased risk of neglectful care which could lead to health, developmental and behavioural problems, or increased risk of intellectual disability. This document describes the protocol of a research review to assess the effectiveness of parent training interventions for mothers and fathers with intellectual disabilities designed to support parenting, parent-child relations, safe parenting or family environments or to develop parenting skills. The studies to be included will be randomised controlled trials and quasi randomised studies. Studies will be included which compare parent training with other interventions, with usual care or with a control group. This document provides information on: the criteria for considering studies for the review; search methods for identification of studies; and data collection and analysis.
How to facilitate transition to adulthood? Innovative solutions from parents of young adults with profound intellectual disability
- Authors:
- GAUTHIER-BOUDREAULT Camille, COUTURE Melanie, GALLAGHER Frances
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(Supplement S2), 2018, pp.215-223.
- Publisher:
- Wiley
Background: At age 21, access to specialised services for youth with profound intellectual disability is reduced. Few studies have focused on parents' views concerning potential solutions to ease the transition to adulthood, and most existing solutions target young adults with less severe intellectual disability. The aim of this study is to propose realistic solutions to meet the needs of young adults with profound intellectual disability and their families during and after the transition to adulthood. Method: Using a descriptive qualitative design, two individual semi-structured interviews were conducted with 14 parents. Results: Ideas for innovative solutions included responses to parents' informational, material, intellectual and emotional needs during and after transition period. The majority of these solutions involve knowledge sharing, improved inter-institutional collaboration and social participation of young adults, and offering parents emotional support. Conclusion: Some solutions could be implemented within existing transition planning programs, based on their strengths and limitations. (Publisher abstract)
Are parents identifying positive aspects to parenting their child with an intellectual disability or are they just coping? A qualitative exploration
- Authors:
- BEIGHTON Carole, WILLS Jane
- Journal article citation:
- Journal of Intellectual Disabilities, 21(4), 2017, pp.325-345.
- Publisher:
- Sage
- Place of publication:
- London
Although acknowledging the stress of raising their child with intellectual disabilities, parents also report that their child has brought about many positive changes in themselves and family. This study reports what parents perceive to be a positive aspect of parenting their child, as currently what constitutes a ‘positive’ is unclear. Seven key themes were identified; an increased sense of personal strength and confidence, changed priorities, greater appreciation of life, pleasure in the child’s accomplishments, increased faith/spirituality, more meaningful relationships and the positive effect that the child has on the wider community. Interpretive examination of the themes reveals that the positive aspects identified consist mostly of meaning-focused coping strategies. These enable parents to adapt successfully to the stressful experiences of raising their child and therefore could be amenable to meaning-focused therapeutic interventions for parents with newly diagnosed children or for those unable to identify any positive aspects of parenting their child. (Publisher abstract)
Parents with learning disabilities
- Authors:
- STEWART Ailsa, MCINTYRE Gillian
- Publisher:
- Institute for Research and Innovation in Social Services
- Publication year:
- 2017
- Pagination:
- 16
- Place of publication:
- Glasgow
This Insight brings together the key research findings on supporting parents with learning disabilities to help practitioners in considering approaches for working with this group of parents. It highlights the importance of early identification and of assessing levels parenting capacity of parents with learning disabilities. It also identifies different models of support, including: early intervention, pre-birth support, supported parenting programmes, provision of accessible information for parents with learning disabilities, and access to advocacy support. It highlights examples of good practice throughout. It concludes that there is a growing body of evidence to suggest that parents with learning disabilities can become good enough parents when the right support is in place. Although there has been good progress made in providing this support, it highlights the need for more work to ensure there is good access to support, that support is available on a longer-term basis, and that there is flexibility around key transition points in the life of the child and parents. (Edited publisher abstract)