Department of Psychology, University of Gothenburg, Gothenburg, Sweden.
Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden.
J Intellect Disabil Res. 2018 Feb;62(2):83-93. doi: 10.1111/jir.12432. Epub 2017 Oct 6.
The Wellbeing in Special Education Questionnaire was developed to assess subjective wellbeing in young persons with intellectual and developmental disabilities (ID/DD) as this perspective is rarely included in research. The present study explored how ID/DD and gender are related to self-reported wellbeing among adolescents.
Students with (n = 110) or without (n = 110) ID/DD, aged 12-16 years, completed the Wellbeing in Special Education Questionnaire. Analyses of the effects of gender and disability status on peer relations and conflict, mental health, mental ill-health, school environment and family relations were carried out.
The experiences of the school environment and of positive mental health aspects did not differ between students with and without ID/DD, but those with ID/DD reported more mental health problems and less positive experiences of peer relations and family. Generally, boys reported more positive experiences of school and less mental health problems than girls.
Including the subjective perspective of young persons with ID/DD through self-reports can provide essential information about wellbeing that cannot be gained from proxy ratings. The results suggest both differences and similarities in self-reported wellbeing between boys and girls with and without ID/DD and potentially also in how they perceived the concepts measured.
幸福感特殊教育问卷是为了评估智障和发育障碍（ID/DD）年轻人的主观幸福感而开发的，因为这种观点在研究中很少被包括在内。本研究探讨了 ID/DD 和性别如何与青少年的自我报告幸福感相关。
12-16 岁的 ID/DD 学生（n=110）和无 ID/DD 学生（n=110）完成了幸福感特殊教育问卷。分析了性别和残疾状况对同伴关系和冲突、心理健康、心理健康不良、学校环境和家庭关系的影响。
有无 ID/DD 的学生在学校环境和积极心理健康方面的体验没有差异，但 ID/DD 学生报告的心理健康问题更多，同伴关系和家庭的积极体验更少。一般来说，男孩报告的学校积极体验更多，心理健康问题较少，而女孩则相反。
通过自我报告纳入 ID/DD 年轻人的主观观点可以提供无法从代理评分中获得的关于幸福感的重要信息。研究结果表明，有无 ID/DD 的男孩和女孩在自我报告的幸福感方面存在差异和相似之处，以及他们对所测量概念的感知方式也可能存在差异。
