Perry Adrienne, Charles Meisha, Zapparoli Busi, Weiss Jonathan A
Department of Psychology, York University, Toronto, Ontario, Canada.
University of the West Indies, Kingston, Jamaica.
J Appl Res Intellect Disabil. 2020 Nov;33(6):1448-1456. doi: 10.1111/jar.12772. Epub 2020 Jun 29.
Previous research suggests parents' level of satisfaction with their child's school experience is highly variable. The present author explored school satisfaction in a Canadian sample of parents of children with severe and often complex developmental disabilities.
Parents of 185 children completed questionnaires regarding their satisfaction with nine aspects of their child's school experience. Satisfaction was examined in relation to child's age, diagnosis of Autism, adaptive level, and maladaptive behaviour; parents' mental health difficulties and perception of caring burden; and the child's classroom type and level of clinical services at school.
School satisfaction was unrelated to parents' mental health or burden scores, was related to child's adaptive and maladaptive behaviour, as well as type of classroom placement.
It is important to understand what aspects of the school experience are influential for different children and families so that their experience can be optimized as far as possible.
先前的研究表明，父母对其孩子学校经历的满意度水平差异很大。本文作者在加拿大一个患有严重且往往复杂发育障碍儿童的家长样本中探讨了学校满意度。
185名儿童的家长完成了关于他们对孩子学校经历九个方面满意度的问卷。研究了满意度与孩子年龄、自闭症诊断、适应水平和适应不良行为的关系；家长的心理健康问题和照料负担感知；以及孩子的课堂类型和学校临床服务水平。
学校满意度与家长的心理健康或负担得分无关，与孩子的适应和适应不良行为以及课堂安置类型有关。
了解学校经历的哪些方面对不同的孩子和家庭有影响非常重要，以便尽可能优化他们的经历。
