A Cross‐cultural Study of Parental Attitudes and Beliefs About Learning Disability (Mental Handicap)

Abstract

The literature suggests that Asian families have attitudes and beliefs about learning disability (mental handicap) which differ from those of white British families, and that these attitudes may have an influence on service utilisation. A structured interview schedule addressing these issues was piloted on 12 Asian and 12 white British families to determine its effectiveness in identifying attitudinal differences between the two groups. In this study, the differences in attitudes and beliefs were found to be unrelated to descriptive variables such as the characteristics of the son/daughter with a learning disability, and characteristics of the parents. However, attitudinal differences and service utilisation patterns were more related to religious and cultural differences. A further major influence on attitudes and service utilisation in Asian families was a lack of knowledge about the cause and concept of learning disability, and of the services available. The findings of this study highlight the short‐comings of services for black and ethnic minority people with learning disabilies, and have major implications for future service provision.

Caring for children with disabilities in a foreign land: Experiences and perceptions of a group of Korean parents and professionals

“…Studies reveal that families of the host society both anticipate and experience fewer barriers in gaining access to health services than families of other ethnic groups (Bailey, Skinner, Rodriguez, Gut, & Correa, 1999). Furthermore, as evident in these studies (Bywaters, Ali, Fazil, & Wallace, 2003;Fatimilehin & Nadirshaw, 1994), families of an ethnic minority caring for children with disabilities frequently experience immediate or additional barriers to equality of opportunity and equality of treatment when compared with those families from the mainstream population.…”

“…Alongside these cultural and language issues, carers generally experience a tremendous amount of emotional distress while raising their children with disabilities (Fatimilehin & Nadirshaw, 1994;Vickers, 2006;Wong et al, 2004). Though there are various ways different families and carers react to a child with a disability, they commonly express denial, shock and anger, which is all part of grief and loss processes.…”

“…Though there are various ways different families and carers react to a child with a disability, they commonly express denial, shock and anger, which is all part of grief and loss processes. Feelings of powerlessness, guilt, despair, frustration, depression, fear, self-blame and confusion are also experienced (Fatimilehin & Nadirshaw, 1994;Vickers, 2006). Yet, there are also parents who highlight the experiences of raising children with disabilities in a favourable light.…”

Attitudes towards people with intellectual disability in the UK and Libya: A cross-cultural comparison

“…Several researchers have tried to determine the influences cultures exert on attitudes (similarities and differences) by assessing their effect(s) on individuals' behaviour (Kagawa-Singer, 2004;El-Keshky & Emam, 2015;Fatimilehin & Nadirshaw, 1994;Florian, 1982;Gaad, 2004;Scior, Kan, McLoughlin, & Sheridan, 2010). Some of these studies have shown that there were more positive attitudes towards people with ID in the developed countries than in the developing ones, other studies tend to find more positive attitudes towards people with ID in western countries than in eastern ones (Florian, 1982).…”

The complex role of social care services in supporting the development of sustainable identities: Insights from the experiences of British South Asian women with intellectual disabilities

“…The families' lack of encouragement for their daughters' further learning may be based on their views of disability. For example, if families have the view that someone has a learning disability for theological reasons such as karma (Fatimilehin & Nadirshaw, 1994), they may also have the view that people with intellectual disabilities cannot learn and progress, because their fate is predetermined and not in their control.…”