The master's thesis explores the life experiences of adults who grew up in families where one or both parents had an intellectual disability. It examines their childhood memories and perceptions of their parents, as well as the sources of strength and support that sustained them. Attention is also given to examining their current life situation, with an emphasis on identifying forms of support and assistance in adulthood. The main goal of the thesis is to shed light on the lived experiences of growing up in such families, to identify the needs of these children, and to highlight examples of good practice within social work. The findings suggest that parental intellectual disability is not a determining factor leading to reduced family functionality. Instead, the most significant challenges stem from the absence of adequate institutional and systemic support. Children raised by parents with intellectual disabilities encounter difficulties similar to those faced by peers from other vulnerable backgrounds. The school environment emerges as a crucial support factor during childhood, while interpersonal relationships and professional support provide most support in adulthood. The research highlights a notable gap in institutional recognition and systemic support for these families and the need for stronger cooperation between the educational institutions, social services, and local communities. Finally, it highlights the importance of amplifying the voices of children and adults from such families to foster a broader understanding of their experiences and to challenge persistent prejudices regarding the parenting capacities of individuals with intellectual disabilities.
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