Literature Review on Provision of Appropriate and Accessible ...
Literature Review on Provision of Appropriate and Accessible ...
Literature Review on Provision of Appropriate and Accessible ...
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PAGE 152<br />
3) Did she think she had learning difficulties?<br />
4) Did she think she was a slow learner?<br />
The medical<br />
<str<strong>on</strong>g>Literature</str<strong>on</strong>g><br />
records for<br />
<str<strong>on</strong>g>Review</str<strong>on</strong>g><br />
all participants<br />
<strong>on</strong> Provisi<strong>on</strong><br />
were<br />
<strong>of</strong> <strong>Appropriate</strong><br />
reviewed<br />
<strong>and</strong><br />
post-partum,<br />
<strong>Accessible</strong><br />
Support to People with an Intellectual Disability who are<br />
with the c<strong>on</strong>sent Experiencing <strong>of</strong> the women. Crisis Pregnancy The following variables were used in<br />
the analysis: indigenous status, previous pregnancies, antenatal care,<br />
medical c<strong>on</strong>diti<strong>on</strong>s (including hypertensi<strong>on</strong> <strong>and</strong> diabetes), <strong>and</strong> birth<br />
outcomes (including birth weight, gestati<strong>on</strong>al age, Apgar scores <strong>and</strong><br />
admissi<strong>on</strong> to ne<strong>on</strong>atal intensive care (NICU) <strong>and</strong>/or special care nursery<br />
(SCN)).<br />
The study identified a total <strong>of</strong> 57 pregnant women with intellectual<br />
disability <strong>and</strong>/or self-reported learning difficulties (total study cohort=878<br />
pregnant women); the medical records <strong>of</strong> 54 <strong>of</strong> these women were<br />
accessible. Findings showed that these women experienced a higher<br />
rate <strong>of</strong> pre-eclampsia, had children with low birth weight more <strong>of</strong>ten <strong>and</strong><br />
had children who were more frequently admitted to ne<strong>on</strong>atal intensive<br />
care or special care nursery, compared with the women without ID<br />
or self-reported learning difficulties in the study cohort. The authors<br />
c<strong>on</strong>cluded that further research was necessary to determine the effects<br />
<strong>of</strong> biomedical risk factors (e.g. nutriti<strong>on</strong>al intake, maternal weight,<br />
smoking, <strong>and</strong> use <strong>of</strong> anti-epileptic <strong>and</strong> other medicati<strong>on</strong>s); psychosocial<br />
risk factors, such as social support, stress, anxiety <strong>and</strong> depressi<strong>on</strong>; <strong>and</strong>,<br />
health system/service factors, including, for example, access to quality<br />
antenatal care.<br />
The authors acknowledged that a major limitati<strong>on</strong> <strong>of</strong> their research was<br />
that a comprehensive assessment <strong>of</strong> intellectual disability could not be<br />
undertaken in the busy antenatal clinic envir<strong>on</strong>ment <strong>and</strong> therefore they<br />
could not determine severity <strong>of</strong> intellectual disability or whether there<br />
was any significant difference in general cognitive ability between the<br />
women with identified intellectual disability <strong>and</strong> those with self-reported<br />
learning difficulties. Further, they acknowledged that the readiness <strong>of</strong><br />
women to self-report learning difficulties may be influenced by factors,<br />
such as low self-esteem, <strong>and</strong>/or mental health problems.