Abstract
The Journal of Social Inclusion (JoSI) is a peer-reviewed academic journal that will contribute to current knowledge and understanding of the social processes that marginalise individuals, families and communities. The journal will be published bi-annually under the guidance of an International Editorial Advisory Board. The Journal of Social Inclusion (JoSI) is an initiative of the School of Human Services and Social Work, Griffith University.
Highlights
Journal of Social Inclusion, 12 (1), 2021The Convention on the Rights of Persons with Disability (CRPD), to which Australia is a signatory, declares “States Parties shall render appropriate assistance to persons with disabilities in the performance of their child-rearing responsibilities” (UN 2006 Article 23.2)
We already have compelling evidence compiled over several decades on the most effective and appropriate ways to deliver parenting support to mothers with intellectual disability (e.g. Wade, Llewellyn & Matthews 2008)
We know that parenting support must: i) meaningfully involve mothers in any decision-making, ensuring they feel respected and heard (Tarleton & Turney 2020); ii) provide timely, multifaceted and integrated supports (IASSID Parenting Special Interest Research Group 2008); iii) be co-designed with families, solution-focused and developmental (Spencer & Llewellyn 2007) and; iv) involve parenting training adapted to individual learning needs and delivered where parenting occurs, i.e. the family home, using positive reinforcement and behavioural-based approaches that break down complex activities into small, concrete tasks (McConnell et al 2008; Wade, Mildon & Matthews 2007)
Summary
The Convention on the Rights of Persons with Disability (CRPD), to which Australia is a signatory, declares “States Parties shall render appropriate assistance to persons with disabilities in the performance of their child-rearing responsibilities” (UN 2006 Article 23.2). We know that parenting support must: i) meaningfully involve mothers in any decision-making, ensuring they feel respected and heard (Tarleton & Turney 2020); ii) provide timely, multifaceted and integrated supports (IASSID Parenting Special Interest Research Group 2008); iii) be co-designed with families, solution-focused and developmental (Spencer & Llewellyn 2007) and; iv) involve parenting training adapted to individual learning needs and delivered where parenting occurs, i.e. the family home, using positive reinforcement and behavioural-based approaches that break down complex activities into small, concrete tasks (McConnell et al 2008; Wade, Mildon & Matthews 2007) This extensive evidence-based knowledge has rarely informed Australian policy. Australian child protection and court processes have been found to discriminate against parents with intellectual disability (McConnell & Llewellyn 2000; 2002), putting mothers with intellectual disability at high risk of having their children removed once known to the system (Feldman & Aunos 2020; Llewellyn & Hindmarsh 2015)
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