"They Don't Think I Can Cope, Because I Have Got a Learning Disability…": Experiences of Stigma in the Lives of Parents with Learning Disabilities

Autor/inn/en	Franklin, Laura; Theodore, Kate; Foulds, Daniel; Cooper, Mary; Mallaghan, Lisa; Wilshaw, Paul; Colborne, Alison; Flower, Emilie; Dickinson, Deborah; Lee, Joyce Nga Yu
Titel	"They Don't Think I Can Cope, Because I Have Got a Learning Disability…": Experiences of Stigma in the Lives of Parents with Learning Disabilities
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 35 (2022) 4, S.935-947 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Theodore, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.12934
Schlagwörter	Parents; Child Rearing; Social Bias; Attitudes toward Disabilities; Power Structure; Competence; Intellectual Disability; Self Advocacy + Suchen Sie Ihr Suchwort? Eltern; Kindererziehung; Kompetenz; Intellect; Disability; Disabilities; Verstand; Behinderung; Selbstbehauptung
Abstract	Background: Parents with learning disabilities report facing a widely held 'presumption of incompetence', placing them under pressure to prove their parenting competence. In collaboration with a learning disability theatre company, an inclusive research methodology explored experiences of parenting with learning disabilities, with a specific focus on the operation of stigma in parents' lives. Method: Interviews with 17 mothers and 5 fathers who self-identified as having learning disabilities were co-facilitated by learning-disabled co-researchers, and analysed using thematic analysis, with input from people with learning disabilities. Results: Thematic analysis generated four key themes; (1) positions of powerlessness, (2) assumptions of incompetence, (3) challenging assumptions and proving competence and (4) claiming power. Conclusion: Parents reported experiencing stigma and disempowerment within their networks, yet continued to embrace their valued parental identity and drew strength from involvement with self-advocacy organisations. The research informed arts-based performance pieces and resources aimed at training professionals and raising public awareness. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01