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"No no, you cannot say that!" Perceptions and experiences of parents of preschool children with intellectual disabilities in Sweden
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies. Stockholm University, Faculty of Social Sciences, Department of Special Education.
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2012 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 27, no 1, 69-80 p.Article in journal (Refereed) Published
Abstract [en]

Using semi-structured interviews this study investigated the personal experiences of parents of pre-school children with intellectual disabilities within the Swedish social support system. Thirteen parents of 10 children participated. Interview transcripts were qualitatively analysed using interpretative phenomenological analysis. Three themes emerged: orchestrating formal support; early intervention; and informal support. Parents described orchestrating different organisations within the formal support system and thinking through how they articulated their needs in order to obtain desired supports. Syndrome specific parental groups provided information which parents used to obtain support from the municipality and/or habilitation. The importance of adapting early intervention to both child and family needs is highlighted. The implications of these findings from a family-centred perspective are discussed.

Place, publisher, year, edition, pages
2012. Vol. 27, no 1, 69-80 p.
Keyword [en]
family-centred, intellectual disability, interpretative phenomenological analysis, parents, Sweden
National Category
Educational Sciences
Research subject
Child and Youth Science; Special Education
Identifiers
URN: urn:nbn:se:su:diva-64159DOI: 10.1080/08856257.2011.640486OAI: oai:DiVA.org:su-64159DiVA: diva2:462578
Available from: 2011-12-07 Created: 2011-11-11 Last updated: 2017-10-11Bibliographically approved

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