Search results for ‘Subject term:"learning disabilities"’ Sort:
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Behavioural supports for parents of children with an intellectual disability and problem behaviours: an overview of the literature
- Authors:
- GAVIDIA-PAYNE Susana, HUDSOB Alan
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 27(1), March 2002, pp.31-55.
- Publisher:
- Taylor and Francis
A considerable body of knowledge that allows for the design of effective interventions with problem behaviour in children with an intellectual disability is now in existence. The development of behavioural supports for parents, in particular, has taken momentum in the last few years. The purpose of this paper is to provide an overview of research on the supports provided to parents in the assessment of and intervention with the problem behaviour of their children with an intellectual disability. It is concluded that while research in the area has made considerable advances, gaps in research on the development of practical applications of "parent friendly" programmes are still evident.
Do the professionals understand? Mothers' views of the service needs of families of children with handicaps
- Authors:
- MacLACHLAN M., et al
- Journal article citation:
- Mental Handicap, 15(1), 1987, pp.5-7.
- Publisher:
- British Institute of Mental Handicap
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Support needs of parents with intellectual disabilities: systematic review on the perceptions of parents and professionals
- Authors:
- KOOLEN Joyce, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 24(4), 2020, pp.559-583.
- Publisher:
- Sage
- Place of publication:
- London
This review aimed to examine the perceptions of parents, professionals and informal network members regarding support needs of parents with intellectual disabilities (ID). In accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, five databases were systematically searched and 19 qualitative studies were reviewed using thematic analyses. No data were available on the perceptions of the informal social network. Data on parents and professionals were categorized in four themes (type of support, sources of support, conditions of successful support and characteristics of support members). Data from professionals did not refer to emotional support needs or to the potential support of volunteers, friends and neighbours. Data from parents indicated a preference to be treated as ‘full’ parents, whereas professionals tended to focus on disabilities of parents. Results and implications contribute to insights into support needs of parents with ID from different perspectives and may help identify new entry points to improve future interventions and working alliances. (Edited publisher abstract)
Supporting children of parents with intellectual disability: a scoping review
- Authors:
- GUDKOVA Tatiana, HEDLUND Marianne, MIDJO Turid
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(4), 2019, pp.737-749.
- Publisher:
- Wiley
Background: Parents with intellectual disability live normal lives and have children, but many of them lose custody of their children. However, little is known about the support, if any, that these children receive. Here, the present authors review the literature on the help and support given to children of parents with intellectual disability. Method: A scoping review of peer‐reviewed and grey literature was conducted, covering 1997 to November 2017. Results: Thirteen publications were identified. The children benefited from help and support received through informal networks. They also benefited from formal support if it focused on the children's needs and interests. Conclusions: The review shows that even though support from informal networks might be an influential factor in supporting children, there is a need for more research addressing the formal support these children receive and how they benefit from it. (Edited publisher abstract)
Fathers of people with intellectual disability: a review of the literature
- Authors:
- DAVYS Deborah, MITCHELL Duncan, MARTIN Rachel
- Journal article citation:
- Journal of Intellectual Disabilities, 21(2), 2017, pp.175-196.
- Publisher:
- Sage
- Place of publication:
- London
The aim of this article is to review the literature related to fathers of people who have an intellectual disability (ID). Electronic databases and citation tracking were used to collate data using key terms such as fathers, adults with an ID, learning disability, mental handicap and developmental disability. Relevant articles were analysed and compared for commonality and difference. Eight themes emerged from the literature: response to diagnosis, varied response to ID, concern for the future, work, roles and relationships, impact of fathers upon child development, fathers and service providers, fathers’ needs and coping strategies. This review of the literature presents areas of similarity and divergence and highlights the lack of information that relates specifically to fathers of adults. There are clear messages to service providers to support the inclusion of fathers and the need for further research in this area is indicated. (Publisher abstract)
Love and resistance of mothers with intellectual disability from ethnocultural communities in Canada
- Authors:
- PACHECO Laura, McCONNELL David
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(3), 2017, p.501–510.
- Publisher:
- Wiley
Background: Mothers with intellectual disability are thought to be passive, dependent and in need of protection. This study contributes to a nascent body of research that challenges this schema, revealing how women with intellectual disability who are mothers resist oppression. Methods: Narrative research methods underpinned by intersectionality theory were used to explore the lives of eight mothers with intellectual disability from various ethnocultural communities in Canada. A total of 33 in-depth interviews were conducted with these eight women over a period of 2 years. Results: The lives of the women who took part in this study were marked by violence. The women resisted. Their resistance strategies addressed two kinds of relationships: their relationships with others and their relationship with themselves. Conclusion: The women in this study employed strategies of resistance, sometimes at great personal cost, to provide their children with a better life. (Publisher abstract)
A few steps along the road? promoting support for parents with learning difficulties
- Author:
- TARLETON Beth
- Journal article citation:
- British Journal of Learning Disabilities, 43(2), 2015, pp.114-120.
- Publisher:
- Wiley
This paper considers the impact of research and development work around parenting by adults with a learning difficulty undertaken at the Norah Fry Research Centre (NFRC) since 2005. It discusses how their understanding of the support needs of parents with learning difficulties grew through an initial mapping study which led to the concept of ‘Parenting with Support’. It then discusses the development of the Working Together with Parents Network which has endeavoured to continue to draw together and promote positive support for parents with learning difficulties and how the subsequent research at NFRC has been undertaken with a desire to further understand and support the development of this positive practice. It describes how this work has supported professionals already aware of parents with learning difficulties’ support needs and but has yet to engage with the far wider range of professionals and agendas involved in supporting vulnerable families. (Edited publisher abstract)
Identifying parents with learning disabilities
- Author:
- MCKENZIE Karen
- Journal article citation:
- Nursing Times, 110(22), 2014, pp.21-23.
- Publisher:
- Nursing Times
People with learning disabilities are likely to need additional support when accessing health care and, for those who are parents, receiving support at an early stage may help them to keep their child. Health professionals who have contact with expectant mothers early on in their pregnancies are well placed to identify support needs. Providing timely support may be a challenge, particularly if the mother has not been known to learning disability services.This articles discusses whether screening tools may offer nurses a quick easy way of identifying people with learning disabilities. (Publisher abstract)
Parents’ and professionals’ perceptions of the services of families of children with intellectual developmental disabilities
- Author:
- AL-KANDARI Hayfaa Y.
- Journal article citation:
- Child and Adolescent Social Work Journal, 31(2), 2014, pp.119-142.
- Publisher:
- Springer
This study aims to investigate differences in perception among Kuwaiti parents, teachers, and employees regarding the services that are needed in different special education settings. The participants (n = 135) included 45 parents of children with intellectual developmental disabilities (IDD), 63 teachers in special education schools, and 27 employees working in the Higher Council of the Disabled. A survey was conducted using Hassan’s (The needs of parents of children with disabilities in relationship with child’s age, gender, and type of disability, 1992) Arabic version of the Family Need Inventory. The findings showed differences in perception among parents, teachers, and employees regarding what they consider to be the most important services for families of children with IDD. Another result showed significant differences in perception among the three groups regarding services (match or/and mismatch of responses), except for 3 out of 35 types of services. Suggestions and implications are discussed to provide information to social service providers to help them evaluate the laws that pertain to disability in Kuwait. The findings of this study will help social service providers determine and implement laws that meet the needs of parents of children with IDD and give them the right to be full partners in their children’s education. (Publisher abstract)
A systematic review of interventions to promote social support and parenting skills in parents with an intellectual disability
- Authors:
- WILSON S., et al
- Journal article citation:
- Child: Care, Health and Development, 40(1), 2014, pp.7-19.
- Publisher:
- Wiley
The family support needs of parents with an intellectual disability (ID) are relatively unknown. This paper reviewed two types of intervention for parents with ID: those designed to strengthen social relationships and those teaching parenting skills. A literature search was conducted using electronic databases and a limited number of evaluative studies were found. The evidence for interventions aimed at strengthening social relationships was inconclusive; although positive changes were observed, there were limitations in study design which restricted the generalizability of the results. The evidence for parental skills teaching suggested that behavioural based interventions are more effective than less intensive forms such as lesson booklets and the provision of normal services, although these studies also had limitations. There is a need for further large scale controlled studies in this area to provide clearer evidence and to explore additional factors relating to child, parent and family which may impact on outcomes. (Publisher abstract)