Publication
Family and well-being: Contributions to an inclusive education.
| dc.contributor.author | Felizardo, Sara | |
| dc.date.accessioned | 2017-02-02T10:15:50Z | |
| dc.date.available | 2017-02-02T10:15:50Z | |
| dc.date.issued | 2014 | |
| dc.description.abstract | Problem Statement This study aims to compare parent`s perceptions of children with and without Special Educational Needs (SEN), with regard to social support and parental well-being (life satisfaction). Research Questions: Are there significant differences between parent`s perceptions of children with and without special needs, in relation to social support and parental life satisfaction? Purpose of Study: Research on the well-being and quality of life as well as the influence of social support have come to assume a central role in the discourses and practices of professionals working with families of children with SEN, in order to develop intervention strategies directed to parental needs. Research Methods: This is a non-experimental and cross-correlated study with a non probabilistic convenience sample of 152 and 149 caregivers respectively parents of children with and without SEN. Data were collected in groups of schools and institutions of support for disabled children on the Municipality of Viseu. The gathering instruments were Social Support Questionnaire, Life Satisfaction Scale and a parental questionnaire. Findings: The statistical analysis reveals that the two groups of parents have significant differences in well-being and partly on social support (satisfaction with support). Regarding the subgroups of parents of children with SEN (cognitive, motor, autism disorders) we observed statistical differences: parents of children with autism showed significantly higher values in social support and satisfaction with life. Conclusions: The values of the well-being/ life satisfaction appear to be substantially linked to social support and to the family system problems. These results lead us to rethink the forms and formats of intervention in this area, particularly regarding the type of support to provide that should be according with the needs and resources of families. | pt_PT |
| dc.description.version | info:eu-repo/semantics/publishedVersion | pt_PT |
| dc.identifier.issn | 1986-3020 | |
| dc.identifier.uri | http://hdl.handle.net/10400.19/4329 | |
| dc.language.iso | eng | pt_PT |
| dc.peerreviewed | yes | pt_PT |
| dc.publisher | Future Academy | pt_PT |
| dc.relation | CI&DETS/FCT | pt_PT |
| dc.relation.publisherversion | http://dx.doi.org/10.15405/iceepsy2014(1986-3020) | pt_PT |
| dc.subject | inclusion | pt_PT |
| dc.subject | parental well-being | pt_PT |
| dc.subject | life satisfaction | pt_PT |
| dc.subject | social support | pt_PT |
| dc.title | Family and well-being: Contributions to an inclusive education. | pt_PT |
| dc.type | working paper | |
| dspace.entity.type | Publication | |
| oaire.citation.conferencePlace | Chipre | pt_PT |
| oaire.citation.endPage | 185 | pt_PT |
| oaire.citation.startPage | 184 | pt_PT |
| oaire.citation.title | Abstract Book - 5th International Conference on Education & Educational Psychology (ICEEPSY 2014) - Abstract Book | pt_PT |
| rcaap.rights | restrictedAccess | pt_PT |
| rcaap.type | workingPaper | pt_PT |
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