Search results for ‘Subject term:"parents with learning disabilities"’ Sort:
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Parents with learning disabilities - the lived experience - a study for equal say, Glasgow: final report
- Authors:
- MACINTYRE Gillian, STEWART Ailsa
- Publisher:
- Glasgow School of Social Work
- Publication year:
- 2008
- Pagination:
- 46p.
- Place of publication:
- Glasgow
In order to more clearly identify the key issues with regard to parents with learning disabilities, Equal Say commissioned the Glasgow School of Social Work to undertake a small pilot study which aimed to: identify the likely demand for advocacy services to support parents with a learning disability living in the community, illustrate the lived experiences of parents with a learning disability and to highlight examples of good practice in terms of what works in supporting parents with a learning disability. A short survey questionnaire was sent to 94 relevant social work, health and voluntary sector organisations within Glasgow City. Five parents from within the Equal Say service who had the capacity to give informed consent were selected at random and interviewed to discuss a range of issues in relation to their parenting. Their experiences of being a parent were also discussed as were the range of support services and mechanisms in place to assist them with this role.
You and your baby: 0-1 year
- Author:
- CHANGE
- Publisher:
- Change
- Publication year:
- 2004
- Pagination:
- 369p., ill.
- Place of publication:
- Leeds
The You and Your Baby 0-1 Year book is for parents with a learning disability, parents who find reading and writing hard and parents whose first language is not English. It is written using pictures and easy words.
Able or unable: how do professionals determine the parenting capacity of mothers with intellectual disabilities
- Authors:
- AUNOS Marjorie, PACHECO Laura
- Journal article citation:
- Journal of Public Child Welfare, 15(3), 2021, pp.357-383.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Within the context of the child welfare court, parenting capacity assessments are heavily relied upon to make decisions in the lives of families headed by parents with intellectual disabilities. However, little is known about the specific data that is included in these reports. The first aim of this study was to identify the data that underpins the conclusions and recommendations within parenting capacity reports. The second aim was to compare the sections of these reports from child welfare organizations and specialized intellectual disabilities service agencies. The results of this study indicate that child welfare reports usually conclude that the parent lacks the capacity to raise their children. Conversely, reports that were completed by specialized intellectual disabilities services identified that with appropriate support, parenting capacity was adequate. The results of this study have implications for assessment guidelines and system capacity initiatives to improve the quality of life of families headed by parents with ID. (Edited publisher abstract)
Parenting with disabilities: experiences from implementing a parenting support programme in Sweden
- Authors:
- STARKE Mikaela, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 17(2), 2013, pp.145-156.
- Publisher:
- Sage
- Place of publication:
- London
This article reports on the initial stages of implementing an Australian-based education programme for parents with intellectual disabilities (IDs) in Sweden. The clinical utility of the programme, Parenting Young Children (PYC), in the new country context is explored through Swedish professionals’ experiences in learning and using it. Study participants found PYC well suited for use in their working environment. Most of them reported the programme to have strengthened their work with parents. The programme was seen as benefiting both the study participants in their work with parents with IDs and these parents themselves, and its structure and content were found to be helpful in several ways. The checklists forming part of PYC were considered useful, but their purpose was sometimes misunderstood. The reported study helps to identify what is needed to improve the translation of the programme into the new country context, to promote appropriate and more effective use of programme materials. (Publisher abstract)
National best practice in independent advocacy for parents with learning disabilities: a short scoping exercise: ... Report for the Office of the National Director for Learning Disabilities
- Author:
- CHANGE
- Publisher:
- Change
- Publication year:
- 2010
- Pagination:
- 64p.
- Place of publication:
- Leeds
The main goal of this scoping exercise has been to showcase what national best practice is, and what the benefits are, of independent advocacy for parents with learning disabilities. The most crucial contribution of this piece of work is the interpretation of a right to access an advocate for parents with learning disabilities, with basis on international law. This research demonstrated how the United Nations Disability Convention offers tools for sustaining a right of this kind. If parents with learning disabilities are legally entitled to access an advocate, all of the discourse in this area and all of the respective obligations will change. Looking at the issue from a law perspective, it is not sufficient with recognition of the access to an advocate in policy documents. The State and all of its components must then provide funding and other tools (for example, training) required by this kind of advocacy.
The Scottish children's hearings tribunals system: a better forum for parents with learning disabilities?
- Authors:
- McGHEE Janice, HUNTER Susan
- Journal article citation:
- Journal of Social Welfare and Family Law, 33(3), September 2011, pp.255-266.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
It is well documented that parents with learning disabilities are over-represented in child care proceedings and are more likely to lose their children to state care. Evidence suggests that the adversarial forum of the court disadvantages these parents and limits their direct participation in the process. This qualitative study investigated whether the children's hearings tribunal system in Scotland could promote greater responsiveness to parental needs and support fuller direct participation in decisions about the welfare of their child. Semi-structured interviews were completed with 7 parents with learning disabilities who had experience of attending children’s hearings. The views of 3 children’s reporters, 4 lawyers and 11 tribunal decision makers were also included. Findings revealed a mixture of views, but the potential for the parental voice to be heard was dependent on the support of advocates. The authors concluded that deficits in legal representation highlighted the importance of structured time and skill in communicating with people with learning difficulties as a requirement for the effectiveness of legal representation for parents.
Providing the right support?: an evaluation of the North East Parent Support (NEPS) service and the Walsall Parents' Advocacy Service: executive summary
- Author:
- NORAH FRY RESEARCH CENTRE
- Publisher:
- Norah Fry Research Centre
- Publication year:
- 2006
- Pagination:
- 7p., bibliog.
- Place of publication:
- Bristol
This executive summary presents the key findings from an evaluation of two Mencap advocacy services supporting parents with learning disabilities during child protection proceedings. The services evaluated were the Walsall Parents' Advocacy Service and the North East Parent Support (NEPS) Service. The study included a review of national policy and practice frameworks. Services were evaluated through interviews with parents and professionals involved with their case, through discussions and interviews with advocacy staff and analysis of parents’ files. The types of advocacy services provided and the impact of those services are discussed. The issues to consider when providing advocacy services to support parents with learning disabilities during child protection are also listed.
Supporting parents: development of a tool to measure self-efficacy of parents with learning disabilities
- Authors:
- BLOOMFIELD Linda, KENDALL Sally, FORTUNA Sandra
- Journal article citation:
- British Journal of Learning Disabilities, 38(4), December 2010, pp.303-309.
- Publisher:
- Wiley
The development of a tool to measure the self-efficacy of parents with learning disabilities is described. The tool can be used to help to evaluate parenting initiatives specifically aimed at this parent group. A tool to measure parenting self-efficacy (TOPSE) was adapted to be accessible to parents with learning disabilities. Eighteen parents with mild to moderate learning disabilities and with a child under the age of 10 took part in this study to complete and comment on the tool with the help of a researcher from the community learning disabilities team. The outcome of the study is a revised parenting questionnaire consisting of 45 self-efficacy statements for use with parents with learning disabilities. This tool now needs to be tested on a larger sample of parents with learning disabilities.
The parent trap
- Authors:
- MARRIOTT Anna, TARLETON Beth
- Journal article citation:
- Learning Disability Today, August 2009, pp.34-36.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This study reviewed resources which aimed to support parents with learning disabilities to look after their children. A wide variety of resources were found, although only a small proportion of these were aimed directly at parents with learning disabilities. There was also a lack of information relating to children above the age of five. The need for resources to be produced in innovative ways, such as using websites and DVDs is also highlighted.
Parenting with intellectual disability in Germany: results of a new nation wide study
- Author:
- PIXA-KETTNER Ursula
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 21(4), July 2008, pp.315-319.
- Publisher:
- Wiley
A nationwide questionnaire survey conducted in Germany in 2005 found 1,584 families headed by persons with intellectual disability with 2,164 adults becoming parents between 1990 and 2005. In spite of a lower response rate and a more limited time frame compared with a previous study undertaken in the early 1990s, there was an increase of more than 40% both in the number of people with intellectual disability becoming parents and number of children born. Thus, the new study confirms the trend from 1998 of a continually increasing number of parents with intellectual disability. The proportion of children living with at least one biological parent has increased from 40% to 57% since 1998. Younger children live more often with their parents than older children; however, half of children aged 12–15 years live with at least one biological parent. It is concluded that parents who live without professional support seem to have better chances of living with their children than parents who draw on professional support. These findings require further clarification.