scholarly journals FAMÍLIA E BEM-ESTAR: CONTRIBUTOS PARA UMA EDUCAÇÃO INCLUSIVA

2017 ◽  
Vol 6 (1) ◽  
pp. 375
Author(s):  
Sara Alexandre Felizardo ◽  
Esperança Do Rosário Ribeiro ◽  
Ana Paula Cardoso ◽  
Sofia Campos
Keyword(s):  
Social Support ◽  
Life Satisfaction ◽  
Well Being ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Subjective Well Being ◽  
Special Educational Needs ◽  
Role Of Parents ◽  
Health And Well Being

Abstract.FAMILY AND WELL-BEING: CONTRIBUTIONS TO INCLUSIVE EDUCATIONIn 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.Keywords: inclusive education, life satisfaction, parental well-being, social supportResumo.Hodiernamente, as pesquisas sobre o bem-estar e qualidade de vida têm vindo a assumir uma centralidade nos discursos e nas práticas dos profissionais que intervêm na área das populações com fragilidade psicossocial. A literatura científica acentua a vastidão desta linha de estudo, a qual também tem ganho visibilidade no âmbito da investigação sobre as famílias de crianças e jovens com Necessidades Educativas Especiais (NEE), em particular, sobre a influência do suporte social (formal e informal) nas dimensões relacionadas com a saúde e o bem-estar dos cuidadores. Diener (2009) apresenta uma definição de bem-estar subjetivo como sendo uma resposta avaliativa das pessoas relativamente à sua própria vida, quer em termos de satisfação (elemento cognitivo da avaliação), quer em termos de afectividade (elemento emocional estável). No quadro de uma abordagem inclusiva e, em convergência com as orientações nacionais e internacionais, reconhecemos o papel dos pais na defesa dos interesses educativos dos filhos e decisores participantes no processo educativo, pelo que a promoção da sua saúde e bem-estar constituem áreas chave no contexto da intervenção educativa e terapêutica. O presente estudo tem como propósito fazer uma análise comparativa dos pais de crianças com e sem necessidades educativas especiais, no que concerne ao suporte social (dimensão da rede social e satisfação com o apoio) e ao bem-estar parental (satisfação com a vida). A amostra é constituída por 152 e 149 cuidadores, respetivamente, pais de crianças com e sem NEE. As análises estatísticas revelam que os dois grupos de pais apresentam diferenças significativas no bem-estar e, parcialmente, no suporte social (satisfação com o suporte). Relativamente aos subgrupos de pais de crianças com NEE (problemas cognitivos, motores e Perturbações do Espectro do Autismo) observamos diferenças estatísticas; os progenitores das crianças com autismo revelam valores significativamente mais elevados no suporte social (disponibilidade do suporte e satisfação com o suporte) e na satisfação com a vida.Palavras-chave: educação inclusiva, bem-estar parental, satisfação com a vida, suporte social, necessidades educativas especiais

scholarly journals Perspectives of Parents of Children with Special Educational Needs: Self-Efficacy and School Supports During COVID-19

2022 ◽  
Vol 31 (1) ◽  
Author(s):  
Jessica Whitley ◽  
Ian Matheson ◽  
Jacqueline Specht ◽  
Jeffrey MacCormack
Keyword(s):  
Self Efficacy ◽  
Online Survey ◽  
Well Being ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Social Emotional ◽  
Academic Supports ◽  
Role Of Parents ◽  
Emotional Supports ◽  
Remote Learning

The role of parents in supporting at-home learning increased dramatically in the spring of 2020. Schools in most Canadian provinces closed physically due to COVID-19, and remote-learning options were quickly developed to ensure continued education for students. Many students with special educational needs, who typically benefit from a range of supports from school, became reliant on parents to provide means of access to and participation in remote learning. Using an online survey, we explored the perceptions of 263 Canadian parents of children with special education needs with regard to their self‑efficacy and supports from schools. We conducted multiple linear regression analyses for each of three dependent variables (academic supports, parent self‑efficacy, and social-emotional supports); independent variables included student grade level, education placement, and total school-provided supports prior to the pandemic. Findings indicated that most parents engaged in remote learning and lacked confidence in their ability to support the learning of their child. Parent self-efficacy was related to social-emotional supports from schools and not to academic supports. Parents of children in elementary grades, and of those who had received more supports from school prior to COVID‑19, reported feeling better supported in social-emotional areas by the school. Schools should explore ways of building strong collaborative relationships between educators and parents, as well as continuing to find ways of supporting families and students in both in- and out-of-school places. The pandemic, and school-building closures, have reminded us how partnerships between parents and schools are crucial for the well-being of all involved.  

scholarly journals The Impact of Social Support and Pregnancy on Subjective Well-Being: A Systematic Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Buyantungalag Battulga ◽  
Marc Reginald Benjamin ◽  
Hong Chen ◽  
Enkhmandakh Bat-Enkh
Keyword(s):  
Social Support ◽  
Systematic Review ◽  
Life Satisfaction ◽  
Pregnant Women ◽  
Positive Association ◽  
Well Being ◽  
Protective Role ◽  
Subjective Well Being ◽  
Health Maintenance ◽  
The Impact

Background: Subjective well-being (SWB) has a protective role in mental health maintenance and is prone to change during short stressful moments, such as pregnancy. Longstanding research suggests that social support (SS) from the partner and family members of pregnant women directly or indirectly acts as a buffer against negative mental outcomes. For happier pregnancies, it is important to understand how SS and pregnancy affect the SWB.Objective: This review aims to examine the extended association of being pregnant and SS on the SWB of pregnant women.Methods: A systematic review was conducted in PubMed, ScienceDirect, and Google Scholar. Articles published in peer-reviewed journals were included regardless of the year and if they had assessed the impact of at least one SWB or SS outcome among healthy pregnant women. The tools of the National Heart, Lung, and Blood Institute were used for quality assessment.Results: Thirty-four studies that assessed the domains of SWB measurements, such as happiness, quality of life (QoL), life satisfaction, positive and negative effects, and well-being, were included and its association with either pregnancy or SS was summarized. Variable results, such as life satisfaction, happiness, and mental component of QoL, were found to be high during pregnancy, but positive emotion and physical components of QoL had decreased. Almost universally, SS during pregnancy was found to have a positive association with all measurements of SWB.Conclusion: This study had found that, despite some arising trends, pregnancy itself does not necessarily have similar impacts on SWB across healthy pregnant women. However, SS had a significant effect on SWB.

scholarly journals Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education

2021 ◽  
Vol 10 (2) ◽  
pp. 165-182
Author(s):  
E.V. Samsonova
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Special Educational Needs ◽  
Key Characteristics ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
The Individual ◽  
Mental Characteristics

Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article. Due to the mentioned aspects, the problem of tutor support is actualized. Case analysis shows the relevance of a tutor's work within the framework of an activity-based approach to provide conditions for the development of a conscious involvement of students in the educational process as well as the development of an active position. Present situation requires additional research.

scholarly journals Adolescent Life Satisfaction Explained by Social Support, Emotion Regulation, and Resilience

2021 ◽  
Vol 12 ◽  
Author(s):  
Lorea Azpiazu Izaguirre ◽  
Arantzazu Rodríguez Fernández ◽  
Eider Goñi Palacios
Keyword(s):  
Social Support ◽  
Life Satisfaction ◽  
Emotion Regulation ◽  
Structural Equation ◽  
Satisfaction With Life ◽  
Well Being ◽  
Satisfaction With Life Scale ◽  
Positive Development ◽  
Equation Modeling ◽  
Subjective Well Being

Adolescence is a stage characterized by many biological and psychosocial changes, all of which may result in a decrease in subjective well-being. It is therefore necessary to identify those factors that contribute to increased life satisfaction, in order to promote positive development among young people. The aim of this study is to examine the dynamics of a set of variables that contribute to life satisfaction. A total of 1,188 adolescents (aged between 12 and 16 years) completed the Perceived Social Support from Family and Friends and Perception of the School Environment Questionnaires, the Trait Meta Mood Scale (TMMS), Connor-Davidson Resilience Scale-10 (CD-RISC), and Satisfaction with Life Scale (SWLS) for social support, emotion regulation, resilience, and life satisfaction. By applying structural equation modeling (SEM), the results reveal a direct prediction of family support, emotion regulation, and resilience on life satisfaction. Support from friends and emotion regulation was also found to explain resilience, and support from family and teachers was found to predict emotion regulation. In conclusion, emotion regulation and social support were found to indirectly affect life satisfaction among adolescents through resilience. The theoretical and practical implications of these results are discussed.

scholarly journals Exploring the socio-emotional factors associated with subjective well-being in the unemployed

PeerJ ◽  
2016 ◽  
Vol 4 ◽  
pp. e2506 ◽  
Author(s):  
M. Pilar Berrios ◽  
Natalio Extremera ◽  
M. Pilar Nieto-Flores
Keyword(s):  
Social Support ◽  
Life Satisfaction ◽  
Well Being ◽  
Subjective Well Being ◽  
Unemployed People ◽  
Factors Associated ◽  
Emotional Factors ◽  
Perceived Emotional Intelligence ◽  
The Unemployed ◽  
Practical Implications

In this study, we examined the relations between dimensions of Perceived Emotional Intelligence (PEI) and classic constructs, such as social support, on depression, stress, and subjective well-being indicators (life satisfaction and happiness). The study also sought to determine whether PEI dimensions accounted for a significant portion of the variance beyond that of classic constructs in the study of depression, stress, and well-being outcomes in a sample of 442 unemployed subjects. Results indicated that social support and all PEI dimensions are found to be significant and negatively related to depression and stress, and these variables were also found to be significant and positively associated with life satisfaction and happiness. Additionally, results using regression analysis indicated that PEI, and specifically use of emotions and regulation of emotions, explain a significant amount of the variance of all outcomes after controlling for socio-demographics and social support dimensions. Finally, theoretical and practical implications of these constructs and their relation with psychological adjustment and well-being in unemployed people are discussed.

scholarly journals Subjective Well-Being among Parents of Children with Special Educational Needs in Hong Kong: Impacts of Stigmatized Identity and Discrimination under Social Unrest and COVID-19

2021 ◽  
Vol 19 (1) ◽  
pp. 238
Author(s):  
Frank Tian-Fang Ye ◽  
Kuen-Fung Sin ◽  
Xiaozi Gao
Keyword(s):  
Mental Health ◽  
Hong Kong ◽  
Well Being ◽  
Educational Needs ◽  
Subjective Well Being ◽  
Special Educational Needs ◽  
Social Unrest ◽  
Social Events ◽  
Perceived Impact ◽  
Stigmatized Identity

The COVID-19 pandemic and social unrest have posed a unique set of challenges to Hong Kong. During these two social events, parents of children with special educational needs (SEN) who were already experiencing caregiving pressure, likely coped with additional stressors; they were at a higher risk of mental health problems. A pre-registered, cross-sectional survey study was carried out among 234 Hong Kong parents of children with SEN, investigating the associations of stigmatized identity, perceived discrimination, and subjective well-being under the impact of these social events. Utilizing the Bayesian modelling, we found that highly self-stigmatized parents not only perceived more daily-life discriminating behaviors against them, but also reported having higher distress, more negative emotions, and lower life satisfaction. A higher perceived impact of social events and more discrimination were also associated with lower well-being. Additionally, stigmatized identity, perceived discrimination, and perceived impact of social events demonstrated unique associations with well-being variables, indicating they were substantial stressors. The study called out for public attention to the mental health conditions among parents of children with SEN and other disadvantaged groups in society.

scholarly journals Social Support and Subjective Well-Being in Chinese Parents of Children With Autism Spectrum Disorder: The Mediating Role of Perceived Discrimination

2021 ◽  
Vol 12 ◽  
Author(s):  
Yongfei Ban ◽  
Ji Sun ◽  
Jiang Liu
Keyword(s):  
Social Support ◽  
Autism Spectrum Disorder ◽  
Perceived Discrimination ◽  
Children With Autism ◽  
Well Being ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Subjective Well Being ◽  
Mediating Role ◽  
Chinese Parents

The present research was done to examine whether social support was related to subjective well-being on Chinese parents of children with autism spectrum disorder (ASD) and how perceived discrimination affected this relationship. Two hundred four parents with ASD children were investigated by Inventory of Social Support Behavior, Perceived Discrimination Scale for Parents of Children With ASD, Subjective Well-being Scale. The results showed that perceived discrimination was negatively associated with social support and subjective well-being, and social support was positively related to subjective well-being. Furthermore, perceived discrimination played a partial mediating role between social support and subjective well-being. All the findings suggest that social support can directly influence subjective well-being of parents of ASD children and indirectly influence subjective well-being through perceived discrimination.

Connecting Older Adults and Their Families through Social Technology

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
J Mueller ◽  
H Foran
Keyword(s):  
Social Support ◽  
Older Adults ◽  
Family Relationships ◽  
Technology Use ◽  
Social Connectedness ◽  
Family Members ◽  
Well Being ◽  
Social Technology ◽  
Subjective Well Being ◽  
Health And Well Being

Abstract Background Older adults often face problems with social isolation, which is a risk factor for poorer mental and physical health. New forms of social technologies (e.g., WhatsApp) provide opportunities to facilitate social connectedness with family members. Understanding older adults’ behaviors and perceptions related to digital communication tools can inform the development of interventions to increase the adoption of these tools for social communication. This study aims to evaluate attitudes and barriers to as well as facilitators of social technology reported by grandparents and grandchildren. The secondary aim is to examine the associations between social technology use and health and well-being outcomes and to identify what factors mediate the use of social technology. Methods In this cross-sectional study, 144 grandchildren (Mage=26.53, SD = 9.17; 81.9% female) were recruited through student mailing lists. Grandparents were invited either through their grandchild or by the research team and recruitment is expected to be completed by September 2019. Three main groups of variables were examined: health and well-being outcomes, social support related outcomes and social technology related outcomes. Results & Conclusions Grandchildren reported very positive attitudes toward social technology as expected. Greater social technology use was associated with better psychological (r =.26, p =.002) and subjective well-being (rs =.20, p =.023), higher psychosocial flourishing (r =.41, p <.001), social support (rs =.22, p =.009) and social connectedness (r =.39, p <.001). Social technology use was not correlated with health, the grandparent-grandchild relationship, loneliness and depression at the bivariate level. Barriers to social technology are security concerns, threat to privacy and constant availability. Facilitators include increased contact, dealing with geographic boundaries and information seeking. Results from grandparents will also be presented. Key messages Social technology has potential to enhance older adults’ lives by facilitating better family relationships, building social support, reducing loneliness and through this improve health and well-being. More research is needed in this area to understand benefits or potential harms and dynamics between younger family members and older adults in use of social technology.

scholarly journals The Educational Development of Autistic Students

2020 ◽  
Vol 5 (4) ◽  
pp. 327-329
Author(s):  
Gabriel Frazao Silva Pedrosa
Keyword(s):  
Regular Education ◽  
Educational Development ◽  
Descriptive Study ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Qualitative Approach ◽  
Educational Process ◽  
Initial Training ◽  
Special Educational Needs ◽  
Training Plan

The demand for an egalitarian education is a recurring subject in the current educational scenario, especially with regard to the inclusion of students with special educational needs, also, the need for a mediator to promote the development of the student in its full educational process. The objective of this study is to describe the educational process of a student with autism spectrum disorder from the insertion of a mediator in this medium. This is a descriptive study with a qualitative approach, a type of experience report. Regarding the pedagogical activities proposed in the classroom, its practice through the mediator contributed to the development of the student, from which the mediator can pay attention to the actions of the child. It is of paramount importance that educators, especially mediators, have a continuing and initial training plan regarding the expansion and acquisition of knowledge regarding the special educational needs of their students included in regular education.

scholarly journals Special educational needs of students with autism spectrum disorders

2016 ◽  
Vol 14 (2) ◽  
pp. 3-12 ◽  
Author(s):  
A.V. Khaustov
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Learning Material ◽  
Special Educational Needs ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Educational Conditions

Education of children with autism spectrum disorders is possible only if their special educational needs are taken into account. Special educational needs of children form the demand for special educational conditions. On the basis of the existing primary list of special educational needs in the approximate adapted basic general education program for students with autism spectrum disorders and with consideration of contemporary sci¬entific data about particularities of their development the structured list of 4 groups of basic educational needs was made. The first group of educational needs is the special organization of the educational process, the sec¬ond — with the adaptation of the content of the educational program, the third — with adaptation of presenta¬tion of learning material, the fourth — with overcoming hardships in development, social skills and adaptation.

Sign in / Sign up

Export Citation Format

Share Document