Bjornson Sarah E, Perry Adrienne
Department of Psychology, York University, Toronto, Ontario, Canada.
J Appl Res Intellect Disabil. 2025 Jan;38(1):e70013. doi: 10.1111/jar.70013.
Children with severe developmental disabilities are frequently excluded from research, and little is known about their quality of life (QoL). Using a mixed-methods approach, this study examined relationships between school factors and QoL for these children and their families.
171 parents of children with severe developmental disabilities completed questionnaires. Hierarchical regression analyses were performed examining predictors of child and family QoL. Of the 171 parents, 123 responded to an open-ended question about their children's school experiences, and responses were analysed qualitatively.
Significant predictors of QoL included challenging behaviours, diagnoses, parent self-efficacy, social support and (importantly) school satisfaction. Seven themes related to school experiences were identified qualitatively.
Many factors contribute to QoL. School has a significant influence on children and their parents and families. Different children have different strengths and difficulties, and school systems need to work with parents to optimise outcomes.
患有严重发育障碍的儿童经常被排除在研究之外，人们对他们的生活质量知之甚少。本研究采用混合方法，探讨了学校因素与这些儿童及其家庭生活质量之间的关系。
171名患有严重发育障碍儿童的家长完成了问卷调查。进行了分层回归分析，以检验儿童和家庭生活质量的预测因素。在这171名家长中，123人回答了一个关于他们孩子学校经历的开放式问题，并对回答进行了定性分析。
生活质量的显著预测因素包括具有挑战性的行为、诊断结果、家长自我效能感、社会支持以及（重要的是）学校满意度。定性分析确定了与学校经历相关的七个主题。
许多因素影响生活质量。学校对儿童及其家长和家庭有重大影响。不同的儿童有不同的优势和困难，学校系统需要与家长合作以优化结果。
