边缘智力人群成功和生活质量的预测因素：特殊学校标签、个人及社会资源。
Predictors of success and quality of life in people with borderline intelligence: The special school label, personal and social resources.
作者信息
Szumski Grzegorz, Firkowska-Mankiewicz Anna, Lebuda Izabela, Karwowski Maciej
机构信息
Department of Educational Sciences, The Maria Grzegorzewska University, Warsaw, Poland.
Department of Applied Social Sciences, The Maria Grzegorzewska University, Warsaw, Poland.
出版信息
J Appl Res Intellect Disabil. 2018 Nov;31(6):1021-1031. doi: 10.1111/jar.12458. Epub 2018 Apr 23.
BACKGROUND
This longitudinal study examines the extent to which personal factors (intelligence and health status), social resources (family socioeconomic status, SES), special school placement and being labelled as a pupil with a disability in childhood predict subjective quality of life and objective life success 23 years later.
MATERIALS AND METHODS
The sample consisted of 49 individuals with borderline intellectual functioning (BIF), 21 of whom attended special schools and were labelled as having special educational needs; the remaining 28 attended regular schools and were not labelled in this way.
RESULTS
Parental SES predicted both subjective quality of life and objective successes in adult life. As hypothesized, the interaction between parental SES and placement in mainstream schools was associated with success in adulthood.
CONCLUSION
We discuss the results in light of labelling theory. Implications for educational policies and the provision of support for families of children with BIF are also considered.
背景
这项纵向研究考察了个人因素（智力和健康状况）、社会资源（家庭社会经济地位，SES）、特殊学校安置以及童年时期被贴上残疾学生标签等因素在多大程度上能够预测23年后的主观生活质量和客观生活成就。
材料与方法
样本包括49名边缘智力功能（BIF）个体，其中21人就读于特殊学校并被标记为有特殊教育需求；其余28人就读于普通学校且未被如此标记。
结果
父母的社会经济地位预测了成年后的主观生活质量和客观成就。如假设的那样，父母社会经济地位与在主流学校就读之间的相互作用与成年后的成就相关。
结论
我们根据标签理论讨论了研究结果。还考虑了对教育政策的影响以及为BIF儿童家庭提供支持的问题。
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