Parents with intellectual disabilities navigating formal parenting supports: Meta-synthesis of qualitative studies.

BACKGROUND

Parents with intellectual disabilities often require support with parenting. Information about their experiences of accessing formal support for parenting is dispersed throughout diverse literature. This study aimed to synthesise current qualitative knowledge about this topic.

METHOD: We conducted a systematic review and qualitative meta-synthesis.

RESULTS

Of 38 eligible studies, most reported parents being unable to access needed support for parenting. Support provided was often perceived as unwanted, unsuitable, dictatorial, disempowering, judgemental, or inaccessible. Parents described the right support as offered rather than imposed, available when needed, tailored to their learning needs, encouraging, respectful, and caring. Rather than passively receiving support, they actively sought and responded to support based on these perceptions.

CONCLUSION

The study revealed that parents with intellectual disabilities have clear views on the support they need and exercise agency in trying to access the right support. Practitioners can provide effective support by engaging in relational, trust-based practices.