{"title":"法国残疾学生在学校的主观幸福感和社会融入（根据其家长提供的信息）。","authors":"","doi":"10.1016/j.ridd.2024.104814","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Providing inclusive, quality education for all children is one of the United Nations' sustainable development goals for 2030.</p></div><div><h3>Aims</h3><p>The aim of this study, carried out in France among 491 parents of children with a disability aged 3 to 18 and enrolled in ordinary schools, is to measure the well-being and social inclusion of children and to identify the factors that promote well-being and social inclusion at school.</p></div><div><h3>Methods and procedures</h3><p>The parents fill in various questionnaires relating to the well-being and social inclusion of their child, the quality of their relationship with the teacher and their satisfaction with the accommodations offered at school. They also provide information about their child and their socio-economic situation.</p></div><div><h3>Outcomes and results</h3><p>Regression analyses show that well-being and social inclusion depend on the nature of the child’s disability and decrease with age but do not significantly depend on child’s gender and academic level or social background. Furthermore, well-being and social inclusion can be significantly improved when the quality of the parent-teacher relationship and school accommodations are satisfying.</p></div><div><h3>Conclusions and implications</h3><p>The results of this study encourage the development of quality parent-teacher relationships to promote well-being at school.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9000,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S089142222400146X/pdfft?md5=e5b1cf928fa3873a073af9eb07f7f70e&pid=1-s2.0-S089142222400146X-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Subjective well-being and social inclusion at school for students with a disability, according to their parents, in France\",\"authors\":\"\",\"doi\":\"10.1016/j.ridd.2024.104814\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Providing inclusive, quality education for all children is one of the United Nations' sustainable development goals for 2030.</p></div><div><h3>Aims</h3><p>The aim of this study, carried out in France among 491 parents of children with a disability aged 3 to 18 and enrolled in ordinary schools, is to measure the well-being and social inclusion of children and to identify the factors that promote well-being and social inclusion at school.</p></div><div><h3>Methods and procedures</h3><p>The parents fill in various questionnaires relating to the well-being and social inclusion of their child, the quality of their relationship with the teacher and their satisfaction with the accommodations offered at school. They also provide information about their child and their socio-economic situation.</p></div><div><h3>Outcomes and results</h3><p>Regression analyses show that well-being and social inclusion depend on the nature of the child’s disability and decrease with age but do not significantly depend on child’s gender and academic level or social background. Furthermore, well-being and social inclusion can be significantly improved when the quality of the parent-teacher relationship and school accommodations are satisfying.</p></div><div><h3>Conclusions and implications</h3><p>The results of this study encourage the development of quality parent-teacher relationships to promote well-being at school.</p></div>\",\"PeriodicalId\":51351,\"journal\":{\"name\":\"Research in Developmental Disabilities\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.9000,\"publicationDate\":\"2024-08-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S089142222400146X/pdfft?md5=e5b1cf928fa3873a073af9eb07f7f70e&pid=1-s2.0-S089142222400146X-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Research in Developmental Disabilities\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S089142222400146X\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Developmental Disabilities","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S089142222400146X","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Subjective well-being and social inclusion at school for students with a disability, according to their parents, in France
Background
Providing inclusive, quality education for all children is one of the United Nations' sustainable development goals for 2030.
Aims
The aim of this study, carried out in France among 491 parents of children with a disability aged 3 to 18 and enrolled in ordinary schools, is to measure the well-being and social inclusion of children and to identify the factors that promote well-being and social inclusion at school.
Methods and procedures
The parents fill in various questionnaires relating to the well-being and social inclusion of their child, the quality of their relationship with the teacher and their satisfaction with the accommodations offered at school. They also provide information about their child and their socio-economic situation.
Outcomes and results
Regression analyses show that well-being and social inclusion depend on the nature of the child’s disability and decrease with age but do not significantly depend on child’s gender and academic level or social background. Furthermore, well-being and social inclusion can be significantly improved when the quality of the parent-teacher relationship and school accommodations are satisfying.
Conclusions and implications
The results of this study encourage the development of quality parent-teacher relationships to promote well-being at school.
期刊介绍：
Research In Developmental Disabilities is aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the remediation of problems associated with developmental disabilities. Manuscripts will be solicited throughout the world. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of research with the developmentally disabled, with any methodologically sound approach being acceptable.
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