Family and well-being: contributions to inclusive education

Article Sidebar

PDF (Español (España))
Published: Jan 12, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v6.757
Keywords:
Inclusive education life satisfaction parental well-being social support

Main Article Content

Sara Alexandre Felizardo
Esperança do Rosário Ribeiro
Ana Paula Cardoso
Sofia Campos

Abstract

In our times, research on the well-being and quality of life have come to assume a central role in the discourses and practices of professionals working in the area of people with psychosocial frailty. The scientific literature emphasizes the vastness of this line of study, which also has gained visibility in research on families of children and young people with Special Educational Needs (SEN), in particular, the influence of social support (formal and informal) in dimensions related to health and well-being of caregivers. Diener (2009) provides a definition of subjective well-being as an evaluative response of individuals with regard to his own life, in terms of satisfaction (cognitive element of the evaluation), in terms of affectivity (stable emotional element). In an inclusive approach and in line with national and international guidelines, we recognize the role of parents in defending the interests of the children and educational decision-makers participating in the educational process, so that the promotion of health and well-being are key areas in the context of educational and therapeutic intervention. This study aims to make a comparative analysis of parents of children with and without special educational needs, with regard to social support (size of social network and satisfaction with support) and parental well-being (life satisfaction). The study sample consists of 152 and 149 caregivers, respectively, parents of children with and without SEN. 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 and Autism Spectrum Disorders) we observed statistical differences; parents of children with autism showed significantly higher values in social support (availability of support and satisfaction with support) and satisfaction with life.

Downloads

Download data is not yet available.

Article Details

How to Cite
Alexandre Felizardo, S., do Rosário Ribeiro, E., Cardoso, A. P., & Campos, S. (2014). Family and well-being: contributions to inclusive education. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 6(1), 375–380. https://doi.org/10.17060/ijodaep.2014.n1.v6.757
Issue
Vol. 6 No. 1 (2014): PSYCHOLOGY AND MODERN WORLD
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Almeida, L.S. & Freire, T. (2003). Metodologia de investigação em Psicologia e Educação. Braga: Psiquilíbrios.

Diener, E. (2009). Assessing subjetive well-being: Progress and opportunities. In E. Diener (Ed.), Assessing well-being.The collected works of Ed Diener. Social Indicators Research Series (pp. 25-65). London New York: Springer.

Dunst, C.J.; Trivette, C.M. & Deal, A.G. (1994). Supporting and strengthening families: Methods, strategies and practices. Cambridge, MA: Brookline Books.

Dunst, C.J.; Trivette, C.M. & Jodry, W. (1997). Influences of social support on children with disabilities and their families. In M.J. Guralnick (Ed.), The effectiveness of early intervention (pp. 499-522). Baltimore, Maryland: Paul H. Brooks.

Felizardo, S. A. (2013). Inclusão, suporte social e bem-estar parental. In R. Cadima; H. Pinto; H. Menino & I.S. Dias (Org.s) Livro de Atas da II Conferência Internacional Investigação e Práticas em Educação (pp. 362-368). Leiria: Edição Escola Superior de Educação e Ciências Sociais – Instituto Politécnico de Leiria (ISBN: 978989-97836-4-5)

Gupta, A. & Singhal, N. (2004). Positive perceptions in parents of children with disabilities. Asia Pacific Disability Rehabilitation Journal, 15 (1), 22-35.

Heiman, T. (2002). Parents of children with disabilities: Resilience, coping and future expectations. Journal of Developmental and Physical Disabilities, 14 (2), 159-171.

Neto, F.; Barros, J. & Barros, A. (1990). Satisfação com a vida. In L. Almeida; R. Santiago; P. Silva; O. Caetano & J. Marques (Eds.), A ação educativa: análise psicossocial (pp.105-117). Leiria: ESEL/ APPORT.

Nunnaly, J.C. & Bernstein, I. (1994). Psychometric theory. NewYork: McGraw-Hill.

Pavot, W. & Diener, E. (2009). Review of the satisfaction with life scale. In E. Diener (Edit.), Assessing well-being. The collected works of Ed Diener. Social Indicators Research Series (pp. 101-117). London New York: Springer.

Pinheiro, M.R.M. (2003). Uma época especial. Suporte social e vivências académicas na transição e adaptação ao ensino superior. Dissertação de Doutoramento não publicada. Faculdade de Psicologia e de Ciências da Educação, Universidade de Coimbra.

Pinheiro, M.R.M. & Ferreira, J.A.G. (2002). O questionário de suporte social: Adaptação e validação do SSQ6. Psychologica, 30, 315-333.

Saranson, I.G.; Levine, H.; Basham, R. & Saranson, B. (1983). Assessing social support: The Social Support Questionnaire. Journal of Personality and Social Psychology, 44, 127-139.

Simões, A.; Ferreira, J.A.; Lima, M.P.; Pinheiro, M.R.M.M.; Vieira, C.M.C.; Matos, A.P.M. & Oliveira. (2000). O bem-estar subjetivo: Estado atual dos conhecimentos. Psicologia, Educação e Cultura, Vol. IV, 2, 243-279.

Sousa, L. & Ribeiro, C. (2005). Perceção das famílias multiproblemáticas pobres sobre as suas competências. Psicologia, Vol. XIX (1-2), 169-191.