A learning disability is a permanent life-long condition, which is defined by the Department of Health as:
However, many people who have a diagnosed learning disability prefer to use the term 'learning difficulty'. They feel that the term 'learning disability' implies that they cannot learn at all.
There is a far wider group of parents with learning difficulties, who do not have a diagnosis and would not generally fit the eligibility criteria for support services in their own right. Parents with learning difficulties may face a wide range of barriers to bringing up their children successfully, and often recognise that they need practical support and help to enable them to learn to be the best parents possible.
There is no direct link between parenting ability and IQ level unless it is less than 60. Parents with learning difficulties face a wide range of barriers to bringing up their children successfully.
The needs of parents with learning disabilities include the ability to meet a child's needs, as well as their own; personal care of the child; preparation of meals and drinks; attending to the child's health needs; parental involvement in indoor and outdoor play; support in education.
Where a parent has a learning disability it will be important not to make assumptions about their parental capacity. Having a learning disability does not mean that a person cannot learn new skills.
Some parents with learning disabilities will only need short-term support, such as help with looking after a new baby or learning about child development and childcare tasks. Others, however, will need on-going support. Most may need support at various different points of their family's life cycle.
Parents with learning disabilities are at risk of falling through the gap between the provision of services for children and the provision of services for adults, if the services fail to coordinate effectively. As a result, some parents may miss out on support services that they need in order to prevent problems from arising. Early help and Family support services should be considered at an early stage in order to prevent future risks to the child and to promote the child's welfare.
The context in which people with learning disabilities have children is one that has been dominated by the perception of risk and the assumption that parenting will not be good enough. Adults with learning disabilities may need support to develop the understanding, resources, skills and experience to meet the needs of their children. This will be particularly necessary if they are experiencing additional difficulties such as domestic violence, poor physical or mental health, having a disabled child, substance misuse, social isolation, poor housing or poverty.
Neglect through acts of omission rather than commission is a frequently stated concern; ultimately it is the quality of care experienced by the child which determines whether the parenting capacity can be regarded as sufficient and whether or not a referral should be made for an assessment by Children's social care.
Similarly, women with learning disabilities may be Adults at Risk and targets for men who wish to gain access to children for the purpose of sexually abusing them.
Children may end up taking increasing responsibility for caring for themselves and, at times, for their siblings, parents and other family members.A learning disability is a lifelong condition. Parents with learning difficulties may need long-term support, which will need to change and adapt as the developmental needs of a child changes as they grow. Assessments must therefore consider the implications for the child as they develop throughout childhood and will need to re-evaluate the child's circumstances from time to time. Children may exceed their parent's intellectual and social functioning at a relatively young age.
Where a parent with learning disabilities appears not to be able to meet the needs of their child a referral should be made to Children's Social Care in line with the Referrals Procedure, and they have a responsibility to assess need and where necessary, offer supportive or protective services.
Children's Social Ccare, Adult Services and other agencies must undertake a multi-agency assessment using the agreed Assessment Framework including specialist learning disability and other assessments, to determine whether or not the parents with learning disabilities require support to enable them to care for the child or whether the level of learning disability is such that it will impair the health or development of the child for an adult with learning disabilities to be the primary carer. Assessments involving families affected by parental learning disability should always include specialist input concerning the impact of learning disability.
All agencies must recognise that their primary concern is to ensure the promotion of the child's welfare, including their protection.
It is important that services understand who is to take the lead on assessments:
It is important for support needs to be recognised at the early stages of the parenting experience. If possible, identification of needs should start when a pregnancy is confirmed.
It is particularly important to avoid the situation where poor standards of parental care, which do not, however, meet the threshold of significant harm to a child, subsequently deteriorate because of a lack of support provided to the parent. It is important to recognise low levels of need, which, if unaddressed, are likely to lead to difficulties for parents and undermine children's welfare.
Where section 47 enquiries conclude that a child is not at risk, or not at continuing risk, of significant harm it will be important that action is taken to prevent future problems arising.
The case of A Local Authority v G (Parent with Learning Disability)  EWFC B94 highlighted the question of whether the parenting that can be offered is good enough if support is provided. However, this obligation does not extend to support that is tantamount to substituted parenting.
There are five key features of good practice in working with parents with learning disabilities:
The case also highlighted the need for specialist:
Training - specialist training on dealing with parents with a learning disability, emphasising how best to work with the parents and how to deliver the right support.
Communication - communicating with parents in a way they understand.
This may include:
Parents should be told, in plain language, what any assessment is, what it is for, what it will involve, and what will happen afterwards. They may need to be told more than once, for example, a parent may need to be reminded what happened at the last meeting.
Information about universal services made available to parents and prospective parents should be in formats suitable for people with learning disabilities. This may include:
Good Practice Guidance on Working with Parents with a Learning Disability (2016) (p. 50 onwards) identifies the following:
The Working Together with Parents Network have produced an update of this guidance – Working Together with Parents Network Good Practice Guidance on Working with Parents with a Learning Disability (2016)
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