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 180<br />
with eight parents with learning disabilities - supported the view from<br />
elsewhere (Lindsay, Michie, Baty, Smith <strong>and</strong> Miller, 1994) that people<br />
with learning disabilities can express views c<strong>on</strong>sistently. The parents in<br />
her study were <str<strong>on</strong>g>Literature</str<strong>on</strong>g> able to <str<strong>on</strong>g>Review</str<strong>on</strong>g> distinguish <strong>on</strong> Provisi<strong>on</strong> between <strong>of</strong> <strong>Appropriate</strong> the support <strong>and</strong> provided <strong>Accessible</strong> to them,<br />
<strong>and</strong> what they Support wished to People was provided. with an Intellectual Disability who are<br />
Experiencing Crisis Pregnancy<br />
5.9 Features <strong>of</strong> effective support for parents with intellectual disability<br />
Booth <strong>and</strong> Booth (2003) identified examples <strong>of</strong> good practice in provisi<strong>on</strong><br />
<strong>of</strong> parental support. They summarised good practice as occurring:<br />
• Where there is a belief that with the right kind <strong>of</strong> support<br />
parents can succeed - as opposed to what Booth <strong>and</strong> Booth<br />
(1993) have identified as the comm<strong>on</strong>ly featured ‘presumpti<strong>on</strong><br />
<strong>of</strong> incompetence’ (Booth & Booth, 1993) <strong>and</strong> the resulting<br />
‘expectati<strong>on</strong> <strong>of</strong> failure’ (Watkins, 1995) found am<strong>on</strong>g generic<br />
service providers.<br />
• Where services recognise the importance <strong>of</strong> advocacy support<br />
for parents both as ‘a defence against the risks <strong>of</strong> system abuse’<br />
(Booth <strong>and</strong> Booth, 2003) <strong>and</strong> as a factor that will improve their<br />
self-esteem. Nichols<strong>on</strong> (1997) found that advocacy support for<br />
parents was rated as important by pr<strong>of</strong>essi<strong>on</strong>als but was poor in<br />
terms <strong>of</strong> both quality <strong>and</strong> access.<br />
• Where services have an underst<strong>and</strong>ing <strong>of</strong> the value <strong>and</strong> place <strong>of</strong><br />
specialist services: parents are known to be more comfortable to<br />
be in settings made up <strong>of</strong> people with whom they can identify (Ely,<br />
Wils<strong>on</strong> <strong>and</strong> Phillips, 1998; McGaw, 2000).<br />
• Where services are open to learning from the parents: rather<br />
than trying to fit them into a particular model, there needs to be<br />
recogniti<strong>on</strong> that parents themselves are best placed to identify<br />
their own needs.