A federal nutrition program could offer significant support to parents with intellectual and developmental disabilities, particularly in the area of infant feeding. This includes breastfeeding, formula feeding, and the introduction of solid foods. Parents with these disabilities often face additional challenges due to ableism and inaccessible care.
The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) can help bridge this gap by providing inclusive and accessible support and counseling. This was highlighted in a recent study published in the Journal of Nutrition Education and Behavior by Elsevier.
Noelene K. Jeffers, PhD, CNM, IBCLC, from the Johns Hopkins School of Nursing, led the study. She emphasized that improving communication about infant feeding through universal design or accommodations can enhance service access and quality for these parents.
Researchers from Johns Hopkins School of Nursing and Bloomberg School of Public Health conducted in-depth interviews with WIC staff in Maryland from October to November 2021. These interviews focused on the staff’s experiences and perceptions regarding support for pregnant and postpartum individuals with intellectual and developmental disabilities.
The study used MAXQDA software to transcribe and analyze the interviews, applying qualitative conventional content analysis to develop codes directly from the data. This method is particularly effective for exploring new research areas. Researchers refined and organized these codes into categories, ensuring reliability through regular meetings and consensus.
Three main themes emerged: identifying and documenting intellectual and developmental disabilities, facilitating effective communication and infant feeding education, and assessing WIC staff competence and readiness. Identification often depended on staff perceptions rather than formal diagnoses, causing concerns about mislabeling participants. While systematic screening could improve appointment preparation, staff worried about stigma, bias, and practicality.
The study underlined the need to weigh the risks and benefits of identifying and documenting parental disabilities. It also stressed the importance of creating accessible teaching materials to ensure understanding and engagement. Additionally, it highlighted the necessity of training WIC staff to provide respectful and responsive care to disabled parents. Future efforts should include actively engaging with these parents to understand their perspectives and experiences.
