A sound evidence based book which relates appropriately and directly to practice and should provide students and practitioners alike an apportunity to re-examine their ethics, values and professional practice when working with families whose parent or parents have a learning disability
Cleaver and Nicholson (2007) have done an excellent job in identifying the support needs of parents with learning disabilities, and in particular, how their needs impact on outcomes for their children.
The book reveals and illuminates some key issues, such as how important it is for practitioners to be aware of how parents with learning difficulties are hampered, not only by their disability but also by numerous "secondary" factors such as poverty, harassment, the instability of family structures and the heavy burden of caring, often for disabled children. As the book points up, these factors may be more of an obstacle than the disability itself, and the authors' research findings confirm that parents with learning difficulties are helped by social work interventions so that parenting improves. Crucially. the book points to the importance of providing ongoing, long-term support for the needs which are udentified when families are assessed rather than opting for short-term interventions which may become part of a cyclical pattern of crisis suffered by so many families in need.
This book is essential reading for all those who come into contact with parents who have learning disabilities'.
This is an eminently readable book which reports the outcomes of research completed with ten local authorities about the experiences of parents with learning disabilities and their children. If you are working with such a family reading this book should be a requirement. The book is short (only a little over 100 pages when one takes away 'extras' like references, index and tables) and well organized. It is written by recognised experts within the field.
Thought provoking and insightful book. A sound evidence based book with relates appropiately and directly to practice and should provide students and practitioners alike an opportunity to re-examine their ethics, values and professional practice when working with families whose parent or parents have a learning disability.