“我们想和其他人一样成为父母”：学习障碍父母的故事。
'We want to be parents like everybody else': stories of parents with learning disabilities.
作者信息
Theodore Kate, Foulds Daniel, Wilshaw Paul, Colborne Alison, Lee Joyce Nga Yu, Mallaghan Lisa, Cooper Mary, Skelton Julia
机构信息
Department of Psychology, Doctorate in Clinical Psychology, Royal Holloway University of London, Egham, UK.
Mind the Gap, Bradford, UK.
出版信息
Int J Dev Disabil. 2018 Jun 8;64(3):184-194. doi: 10.1080/20473869.2018.1448233.
OBJECTIVES
This project represents a unique collaboration between creative and research processes using an inclusive qualitative methodology.
METHOD
Semi-structured interviews with five mothers and three fathers with learning disabilities were led by learning disabled researchers, and thematic analysis conducted with input from people with learning disabilities.
RESULTS
Five main themes are presented; (1) subjective experiences of becoming parents, (2) perceptions that other people assume people with learning disabilities are incompetent parents, resulting in a need to prove worthiness, (3) experiences of services, (4) overcoming 'knock-backs' and (5) support for the rights of other parents. An additional subgroup analysis is presented: fathers feel 'left out'.
CONCLUSION
Parents felt criticized by others, who they felt questioned their competence as parents unfairly by comparison to those without learning disabilities. The collaboration between academic research and an inclusive theater group allowed dissemination of parents' stories to wider public, and professional, audiences through creative performances.
目标
本项目采用包容性定性方法，体现了创意与研究过程之间的独特合作。
方法
由学习障碍研究人员对五名有学习障碍的母亲和三名有学习障碍的父亲进行半结构化访谈，并在有学习障碍的人员参与下进行主题分析。
结果
呈现了五个主要主题；（1）为人父母的主观体验，（2）认为其他人认为有学习障碍的人是不称职的父母，因此需要证明自己的价值，（3）服务体验，（4）克服“挫折”，（5）支持其他父母的权利。还进行了一项额外的亚组分析：父亲们觉得“被忽视”。
结论
父母们感到受到他人的批评，他们觉得与没有学习障碍的父母相比，他人不公平地质疑了他们为人父母的能力。学术研究与一个包容性戏剧团体之间的合作，使得父母们的故事能够通过创意表演传播给更广泛的公众和专业受众。
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