Being a parent with learning difficulties: an exploratory study of parents’ views and experiences of local support services

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/21090 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/21090 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/21090 archive 4031 disk0/00/00/33/61 2012-07-05 10:47:58 2022-08-01 02:40:02 2012-07-05 10:47:58 thesis show 0 Athwal Sabreen Morris Sue University of Birmingham Being a parent with learning difficulties: an exploratory study of parents’ views and experiences of local support services unpub LC 10col_socs The aim of the present study is to explore the lived experiences and opinions of parents with LD in order to inform policy and practice in Newtown Local Authority. The goal is to improve the lives of parents with LD and to instill confidence within this group. Working within a critical realist paradigm, I adopted a case study design and conducted semi-structured interviews with a sample of four parents. Qualitative data derived from semi-structured interviews were analysed and interpreted using thematic analysis (Braun & Clarke, 2006). The main findings were that parents’ experiences and views on the support they had received were heavily influenced by their relationships with support service practitioners, time spent with families by support workers, parents’ ability to access information and parents’ feeling valued and their opinions acknowledged. The findings suggest a need for improved family-centred planning by support service practitioners and for professionals to be provided with the resources needed to develop positive working relationships with parents with LD. I conclude by reflecting on the implications of these findings on the practice of support service practitioners and on the role of Educational Psychologists. 2012-07 2012-03 graduation eng This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 393 University of Birmingham School of Education d_ae na 2012-07 graduation