Search results for ‘Subject term:"learning disabilities"’ Sort:
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Generic family support services: are parents with learning disability cared for?
- Author:
- LLEWELLYN Gwynnyth
- Journal article citation:
- Mental Handicap Research, 7(1), 1994, pp.64-77.
- Publisher:
- BIMH Publications
Reviews the provision of training provision for parents with learning disability in New South Wales.
Good, bad or absent: discourses of parents with disabilities in Australian news media
- Authors:
- FRASER Vikki, LLEWELLYN Gwynnyth
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(4), 2015, pp.319-329.
- Publisher:
- Wiley
Background: News media frames public perceptions. As such, news media becomes a useful source of analysis to understand the presence (or otherwise) of people with disabilities, particularly intellectual disabilities, within parenting discourses. Method: Using Critical Discourse Analysis, this article examines major Australian newspapers over the period from January 2004 to December 2008, critiquing the construction of parenting and disability. A small number of articles are examined in close depth for tone, polarity syntactic and paradigmatic choice, deconstructing the underlying discourses that shape the article and thereby popular perceptions of parenting and disability. Discussion: Discourses of care and child protection are emphasized in news articles about parenting, creating perceptions that negate the role of people with disabilities as parents. Such perceptions result in a systematic symbolic castration of people with intellectual disabilities from the role of parent in Australian society. Conclusion: By providing a framework for understanding the public perceptions of parents with disabilities (particularly intellectual disabilities), this paper demonstrates that changes are necessary in Australian media reporting on parents with disabilities to bring such reporting more closely in line with the United Nations Convention on the Rights of Persons with Disabilities, 2006. (Edited publisher abstract)
The social-emotional well-being of children of mothers with intellectual impairment: a population-based analysis
- Authors:
- HINDMARSH Gabrielle, LLEWELLYN Gwynnyth, EMERSON Eric
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(3), 2017, p.469–481.
- Publisher:
- Wiley
Background: Children of parents with intellectual impairment are thought to be at risk for poor social-emotional well-being. This study investigated the relationship between maternal intellectual impairment and poor child social-emotional well-being. Method: Secondary analysis of data from waves 2–4 of the Millennium Cohort Study (UK). Social-emotional well-being was measured by maternal report at Waves 2–4, with teacher and child self-report at Wave 4. Bivariate and multivariate analyses were conducted. Results: Unadjusted, maternal intellectual impairment was associated with an elevated risk of overall poor social-emotional well-being at ages 3 and 5, but not at age 7. After controlling for individual, family and environmental characteristics, no statistically significant association was found between maternal intellectual impairment and poor child social-emotional well-being. Conclusions: Children of mothers with intellectual impairment are more likely than their peers to be exposed to adverse living conditions. These living conditions may explain, at least in part, why these children face a heightened risk of poor social-emotional well-being at ages 3 and 5. Improving the living conditions of mothers with intellectual impairment may offer a pathway to child social-emotional well-being. (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.
Home-based programmes for parents with intellectual disabilities: lessons from practice
- Authors:
- LLEWELLYN Gwynnyth, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(4), December 2002, pp.341-353.
- Publisher:
- Wiley
Increasing emphasis is being given to carrying out parent education programmes at home with widely reported benefits. The purpose of this paper is to draw lessons for practitioners from implementing a randomized trial of a home-based parent education programme for parents with intellectual disabilities that addressed child health and safety issues. A thematic analysis of case notes and parent feedback from the 45 parent participants in this programme was conducted prior to two team sessions to discuss the findings. Programme-specific issues included format, content and presentation style. Themes relevant to home-based programmes for parents with intellectual disabilities more generally included the suitability of the home as a learning environment; identifying parent priorities; parent readiness to learn; and parent control (or lack of) over the home environment. In addition, practice points for parent educators were identified.