'We Want to Be Parents Like Everybody Else': Stories of Parents with Learning Disabilities

Autor/inn/en	Theodore, Kate; Foulds, Daniel; Wilshaw, Paul; Colborne, Alison; Lee, Joyce Nga Yu; Mallaghan, Lisa; Cooper, Mary; Skelton, Julia
Titel	'We Want to Be Parents Like Everybody Else': Stories of Parents with Learning Disabilities
Quelle	In: International Journal of Developmental Disabilities, 64 (2018) 3, S.184-194 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2018.1448233
Schlagwörter	Parents with Disabilities; Intellectual Disability; Child Rearing; Social Attitudes; Parenting Skills; Social Services; Persistence; Coping; Advocacy; Social Bias; Foreign Countries; Parent Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Kindererziehung; Social attidude; Soziale Einstellung; Social service; Soziale Dienstleistung; Soziale Dienste; Ausdauer; Bewältigung; Sozialanwaltschaft; Ausland; Elternverhalten; Großbritannien
Abstract	Objectives: This project represents a unique collaboration between creative and research processes using an inclusive qualitative methodology. Method: Semi-structured interviews with five mothers and three fathers with learning disabilities were led by learning disabled researchers, and thematic analysis conducted with input from people with learning disabilities. Results: Five main themes are presented; (1) subjective experiences of becoming parents, (2) perceptions that other people assume people with learning disabilities are incompetent parents, resulting in a need to prove worthiness, (3) experiences of services, (4) overcoming 'knock-backs' and (5) support for the rights of other parents. An additional subgroup analysis is presented: fathers feel 'left out'. Conclusion: Parents felt criticized by others, who they felt questioned their competence as parents unfairly by comparison to those without learning disabilities. The collaboration between academic research and an inclusive theater group allowed dissemination of parents' stories to wider public, and professional, audiences through creative performances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01