Health-Related Quality of Life and Psychological Adjustment of Middle School Students With Mild Intellectual Disability: The Role of Educational Placement

IF 1.9 3区医学 Q2 PSYCHOLOGY, EDUCATIONAL

Journal of Applied Research in Intellectual Disabilities Pub Date : 2025-09-03 DOI:10.1111/jar.70113

Evelyn Kiive, Kaja Pastarus, Tea Ausin, Kristina Kutsar, Triin Kivirähk-Koor

{"title":"Health-Related Quality of Life and Psychological Adjustment of Middle School Students With Mild Intellectual Disability: The Role of Educational Placement","authors":"Evelyn Kiive, Kaja Pastarus, Tea Ausin, Kristina Kutsar, Triin Kivirähk-Koor","doi":"10.1111/jar.70113","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>This study aimed to assess the level of health-related quality of life, the occurrence of behavioural and emotional problems, and the association between those among 10–11-year-old students with mild intellectual disability who are studying in mainstream schools and separate special schools.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The study included the caregivers and teachers of 76 students with mild intellectual disability. Students' quality of life was evaluated using the KINDL-R parent report. The SDQ versions for parents and teachers were used to measure the difficulties of the students.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>As reported by caregivers and teachers, lower quality of life was associated with a higher prevalence of behavioural-emotional problems. According to caregivers, students attending special schools had higher school-related well-being than mainstream school students.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>Although students' life quality and behavioural-emotional adjustment do not significantly differ between mainstream and special schools, attention should be paid to the school-related well-being of students integrated into regular schools.</p>\n </section>\n </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"38 5","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Applied Research in Intellectual Disabilities","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jar.70113","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 0

Abstract

Background

This study aimed to assess the level of health-related quality of life, the occurrence of behavioural and emotional problems, and the association between those among 10–11-year-old students with mild intellectual disability who are studying in mainstream schools and separate special schools.

Methods

The study included the caregivers and teachers of 76 students with mild intellectual disability. Students' quality of life was evaluated using the KINDL-R parent report. The SDQ versions for parents and teachers were used to measure the difficulties of the students.

Results

As reported by caregivers and teachers, lower quality of life was associated with a higher prevalence of behavioural-emotional problems. According to caregivers, students attending special schools had higher school-related well-being than mainstream school students.

Conclusion

Although students' life quality and behavioural-emotional adjustment do not significantly differ between mainstream and special schools, attention should be paid to the school-related well-being of students integrated into regular schools.

查看原文本刊更多论文

轻度智障中学生健康相关生活质量与心理适应：教育安置的作用

背景本研究旨在评估10 - 11岁就读于主流学校和独立特殊学校的轻度智障学生的健康相关生活质量水平、行为和情绪问题的发生情况，以及这些问题之间的关系。方法对76名轻度智力障碍学生的护理人员和教师进行调查。使用KINDL-R家长报告评估学生的生活质量。针对家长和教师的SDQ版本被用来衡量学生的困难程度。结果根据护理人员和教师的报告，较低的生活质量与较高的行为情绪问题患病率相关。根据看护人的说法，特殊学校的学生比主流学校的学生有更高的学校相关幸福感。结论虽然主流学校与特殊学校学生的生活质量和行为情绪调节没有显著差异，但仍应重视升入普通学校学生的学校相关幸福感。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Applied Research in Intellectual Disabilities Multiple-

CiteScore

4.70

自引率

12.50%

发文量

期刊介绍： JARID is an international, peer-reviewed journal which draws together findings derived from original applied research in intellectual disabilities. The journal is an important forum for the dissemination of ideas to promote valued lifestyles for people with intellectual disabilities. It reports on research from the UK and overseas by authors from all relevant professional disciplines. It is aimed at an international, multi-disciplinary readership. Topics covered include community living, quality of life, challenging behaviour, communication, sexuality, medication, ageing, supported employment, family issues, mental health, physical health, autism, economic issues, social networks, staff stress, staff training, epidemiology and service provision.