Health-Related Quality of Life and Psychological Adjustment of Middle School Students with Mild Intellectual Disability: The Role of Educational Placement
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| Title: | Health-Related Quality of Life and Psychological Adjustment of Middle School Students with Mild Intellectual Disability: The Role of Educational Placement |
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| Language: | English |
| Authors: | Evelyn Kiive (ORCID |
| Source: | Journal of Applied Research in Intellectual Disabilities. 2025 38(5). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Quality of Life, Behavior Problems, Emotional Problems, Preadolescents, Mild Intellectual Disability, Students with Disabilities, Parent Attitudes, Teacher Attitudes, Special Schools, Mainstreaming, Well Being, Student Placement |
| DOI: | 10.1111/jar.70113 |
| ISSN: | 1360-2322 1468-3148 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487239 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1360-2322 1468-3148 |
| DOI: | 10.1111/jar.70113 |
