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INTRODUCTIONWith increasing recognition of the rights of people with learning disabilities1Also known as ‘intellectual disabilities’ in the academic literature, the terms ‘learning disability’ and ‘learning‐disabled’ have been used throughout this paper as the favoured terms of the co‐researchers and reference groups involved with this study.to live fulfilling and purposeful lives (McGaw, 1998), the number of those becoming parents has unsurprisingly grown (Emerson et al., 2005) and with it a small yet detailed literature on parents' experiences. Such parents are likely to have complex needs that have the potential to impact their role as parents (Stewart & MacIntyre, 2017); they may have difficulties with literacy and activities of daily living, self‐esteem or emotional needs (Tarleton & Heslop, 2020) and are likely to face multiple social disadvantages in their parenting role, including significantly greater socioeconomic disadvantage, environmental adversity, poorer mental health and less intergenerational support (Emerson et al., 2015; Llewellyn & Hindmarsh, 2015). Whilst the number of parents with learning disabilities in the United Kingdom is not known, such parents commonly face formal assessment of their parenting ability by social care services (McGaw & Candy, 2010), and it seems that these families are disproportionately likely to be subject to child protection intervention or child removal (Tarleton & Turney, 2020).
Journal of Applied Research in Intellectual Disabilities – Wiley
Published: Jul 1, 2022
Keywords: inclusive research; intellectual/learning disabilities; parenting; qualitative; thematic analysis
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