Special Education Services and School-Related Quality of Life in Children with Learning Disorders and Their Families: A One-Year Follow-Up Study

Autor/inn/en	Waber, Deborah P.; Boiselle, Ellen C.; Forbes, Peter W.; Sideridis, Georgios D.
Titel	Special Education Services and School-Related Quality of Life in Children with Learning Disorders and Their Families: A One-Year Follow-Up Study
Quelle	In: Journal of Learning Disabilities, 55 (2022) 5, S.351-358 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Waber, Deborah P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194211060864
Schlagwörter	Parents; Children; Learning Disabilities; Special Education; Quality of Life; Disability Identification; Family School Relationship; Student Experience + Suchen Sie Ihr Suchwort? Eltern; Child; Kind; Kinder; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Lebensqualität; Studienerfahrung
Abstract	Learning disorders can have adverse impacts on children and families extending beyond the academic skills deficits. The goal of the present study was to assess the impact of the school's response, following an independent evaluation, for child and family school-related quality of life (QOL). We hypothesized that a positive school response would be associated with improved QOL. Parents completed the LDQOL/15, a brief measure of school-related QOL, at the time that their child received an independent evaluation and again a year later (N = 155). At follow-up, parents reported the tenor of the school's response to the evaluation and whether special education services had changed. QOL problems were very high in this referred population, with 66% of respondents rating a level of problems in the clinical range at baseline. Predicted interactions between time of assessment (baseline/follow-up) and the school's response to the evaluation were confirmed for all outcome variables; a positive school response was associated with improved QOL. Nevertheless, the overall prevalence of school-related QOL problems remained high a year after the evaluation. These findings indicate that special education interventions can mitigate learning disabilities' impacts, but even with these services, many children with learning disorders and their families continue to be significantly affected. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01