Parenting Experiences Among Adults With Intellectual Disabilities: A Scoping Review

IF 1.6 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities Pub Date : 2025-09-21 DOI:10.1111/bld.70009

Rae Morris, Lizzy Walsh, Michelle Goos, Arielle Lomness, Rachelle Hole

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Abstract

Background

Parents with intellectual disabilities face many barriers to accessing efficacious supports and services designed to support thriving in their parenting role. A review of research in this area may identify a nuanced understanding of common experiences, including potential barriers and facilitators to success and thriving.

Methods

A scoping review of 28 studies was conducted to offer a comprehensive answer to the question What are the parenting experiences as shared by adults with intellectual disabilities in the literature over the last two decades (2005–Present)?

Findings

Key study characteristics and recurring themes are shared. Ableism was a recurring theme experienced across multiple systemic levels including: (1) institutional: broader society and child welfare systems, (2) interpersonal: formal and informal supports and (3) internalised: identity as a parent.

Conclusions

This study identified that discriminatory assumptions about people with intellectual disabilities and their capacity to succeed in the role of parent generate and exacerbate barriers to autonomy, empowerment, and independence. Opportunities to further research and practice in this area are shared.

Abstract Image

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智障成人的育儿经验：范围回顾

背景智力残疾的父母在获得有效的支持和服务方面面临许多障碍，这些支持和服务旨在帮助他们在父母角色中茁壮成长。回顾这一领域的研究可能会发现对共同经历的细微理解，包括成功和繁荣的潜在障碍和促进因素。方法对28项研究进行了范围回顾，以提供一个全面的答案：在过去的二十年（2005年至今）中，文献中有哪些智力残疾的成年人分享育儿经验？主要研究特征和反复出现的主题是共享的。残疾歧视是在多个系统层面反复出现的主题，包括：(1)机构：更广泛的社会和儿童福利系统；(2)人际：正式和非正式的支持；(3)内化：作为父母的身份。本研究发现，对智障人士及其成功扮演父母角色的能力的歧视性假设产生并加剧了自主、赋权和独立的障碍。在这一领域进一步研究和实践的机会是共享的。

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来源期刊

British Journal of Learning Disabilities EDUCATION, SPECIAL-

CiteScore

2.30

自引率

20.00%

发文量

期刊介绍： The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.