Durling, E. (2009) Parenting with support? Parenting with a learning disability in the Bangladeshi community. Doctoral thesis, UCL (University College London).
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This thesis focuses on parenting with a learning disability. Part one, the literature review, focuses on a specific area of the literature to date; that of informal support for parents with learning disabilities. It argues that whilst the literature has mainly focused on professional support, it is equally if not more important to address the informal support available to parents. It therefore systematically reviews articles available in this area concluding that whilst there is evidence for a lack of informal support for parents with learning disabilities, a more fine grained understanding of the interactions between all levels of context within parents' lives is needed. Part two, the empirical paper, explores parenting with a learning disability in an ethnic minority community, a hitherto neglected area. Specifically it focuses on the Bangladeshi community in Tower Hamlets and uses in-depth interviews to qualitatively explore how understandings of learning disability and parenthood impact upon the lives of parents with learning disabilities. It concludes that there is an expectation that people with learning disabilities within this community will become parents, stemming partly from an understanding of learning disability that does not focus on disability and an understanding of parenting that does not focus on individual competence. It highlights the numerous tensions this creates when negotiating with others who have different perspectives, particularly professional services. Part three, the critical appraisal, discusses the issues that have preoccupied the researcher during the research process and appraises the method of analysis utilised. It focuses in particular on researching across different contexts and the challenges and opportunities this has presented.
|Title:||Parenting with support? Parenting with a learning disability in the Bangladeshi community|
|Additional information:||Thesis in two volumes: volume 2 is restricted|
|UCL classification:||UCL > School of Life and Medical Sciences > Faculty of Brain Sciences > Psychology and Language Sciences (Division of)|
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