Date of Conferral

10-21-2025

Degree

Ph.D.

School

Human Services

Advisor

Gregory Hickman

Abstract

Despite the Americans with Disabilities Act of 1990 promoting equality for people with disabilities, parents with developmental and intellectual disabilities experience high rates of involvement with child welfare services due to outdated terminology, information about disabilities, and policies. The purpose of this study was to identify the challenges of parents with intellectual and developmental disabilities and determine if they differ from those of parents without a disability. This was a generic qualitative study grounded in intersectionality theory. Education, employment, health and safety concerns, independence, assistive technology, social services involvement, and supports or resources were examined through the perspective of the parent with an intellectual or developmental disability and compared to the challenges of parents without a disability. The primary research question was an examination of the challenges for parents with intellectual and developmental disabilities while providing quality care to their child according to the state’s standards. Thirteen semistructured interviews were conducted, and thematic analysis identified 10 themes: impact of disability on parenting styles and abilities, financial strain and employment, emotional well-being, caregiving arrangements and support networks, access to resources and services, types and severity of disabilities, advocacy and systemic issues, support and resource availability, and societal attitudes and perceptions. Key conclusions contributed to positive social change in that they highlighted that parents with disabilities do not have significantly different challenges than parents without a disability and require changes in policy, education, additional research, and support for the population.

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