Parenting in Focus : A Qualitative Study on the Social Services' Assessments of Parental Ability in Parents with Intellectual Disabilities

Parents with intellectual disabilities (ID) and their children represent avulnerable group within social services, making parenting assessmentsparticularly challenging. Previous research indicates that social workers oftenassume ID impairs parenting, leading to biased decisions and reduced legalprotections. At the same time, social services must balance upholdingparents’ rights to form a family with ensuring children’s safety, in accordancewith Swedish legislation and the UN Convention on the Rights of Personswith Disabilities. This study examines how social workers assess theparenting abilities of individuals with ID. Using a qualitative approach withsemi-structured interviews, it investigates social workers’ experiences andperceptions. Street-level bureaucracy theory is applied to analyze how socialworkers, as frontline professionals, interpret and implement policy in thecontext of parenting assessments. Additionally, labeling theory is utilized toexplore how preconceptions about ID influence assessments. The resultsreveal the complex interplay between individual circumstances, societalstructures, and the discretionary power of social workers in the evaluationprocess. The study emphasizes the necessity of evidence-based practices thatalign with human rights principles, addresses the ethical difficulties faced byprofessionals, and offers insights into developing more equitable assessmentmethods.