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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
Language: English
Authors: Evelyn Kiive (ORCID 0000-0001-5425-5349), Kaja Pastarus, Tea Ausin, Kristina Kutsar, Triin Kivirähk-Koor
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
FullText Text:
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Evelyn+Kiive%22">Evelyn Kiive</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5425-5349">0000-0001-5425-5349</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kaja+Pastarus%22">Kaja Pastarus</searchLink><br /><searchLink fieldCode="AR" term="%22Tea+Ausin%22">Tea Ausin</searchLink><br /><searchLink fieldCode="AR" term="%22Kristina+Kutsar%22">Kristina Kutsar</searchLink><br /><searchLink fieldCode="AR" term="%22Triin+Kivirähk-Koor%22">Triin Kivirähk-Koor</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Intellectual+Disabilities%22"><i>Journal of Applied Research in Intellectual Disabilities</i></searchLink>. 2025 38(5).
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  Data: 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
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  Data: 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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      – SubjectFull: Behavior Problems
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      – SubjectFull: Emotional Problems
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      – SubjectFull: Student Placement
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      – TitleFull: 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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