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Changes in family support networks over the life cycle of mentally retarded persons
Insights
Parental support networks for children with intellectual disabilities change across the child's life. Younger children receive more support, while parents of older children need expanded services and face isolation.
Area of Science:
- Developmental Psychology
- Family Studies
- Disability Support Services
Background:
- Parental utilization of support networks for children with intellectual disabilities is crucial.
- Support needs evolve throughout the child's developmental stages.
- Understanding these changes informs service provision.
Purpose of the Study:
- To examine how parents of children with intellectual disabilities utilize support networks across different life cycle stages.
- To identify variations in support needs and service utilization.
- To inform the development of targeted interventions.
Main Methods:
- A mail survey questionnaire was administered to 330 parents.
- Data were analyzed across four life cycle stages: preschool, elementary, teenage, and young adult.
- Comparative analysis of support network utilization and attitudes towards mainstreaming.
Main Results:
- Parents of younger children (preschool, elementary) utilized more services and support networks.
- Parents of younger children were more supportive of mainstreaming.
- Parents of older children (teenage, young adult) reported less support, increased isolation, and a greater need for expanded services.
Conclusions:
- Parental support needs for children with intellectual disabilities are dynamic and stage-dependent.
- Early intervention and ongoing support are vital.
- Expanded services are required for parents of adolescents and young adults with intellectual disabilities.
Abstract:
Utilization of personal and professional support networks by parents varies over the life cycle of their mentally retarded children. Data from a mail survey questionnaire, completed by 330 parents, were analyzed according to four stages in the life cycle: preschool (birth to 5 years old), elementary (6 to 12 years old), teenage (13 to 18 years old), and young adult (19 to 21 years old). In general, parents of younger children utilized more services and support networks and were more supportive of mainstreaming; parents of older children were less supported, more isolated, and more in need of expanded services.