Coping Strategies in Mothers of School-Aged Children with Intellectual Disabilities

Autor/inn/en	Strnadova, Iva; Evans, David
Titel	Coping Strategies in Mothers of School-Aged Children with Intellectual Disabilities
Quelle	In: Australasian Journal of Special Education, 31 (2007) 2, S.159-170 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
Schlagwörter	Educational Needs; Mental Retardation; Quality of Life; Educational Quality; Coping; Mothers; Family Role; Special Needs Students; Stress Variables + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Geistige Behinderung; Lebensqualität; Quality of education; Bildungsqualität; Bewältigung; Mother; Mutter; Sonderpädagogischer Förderbedarf
Abstract	The role of the family in providing a quality education program is important for all students. For students with special educational needs, however, the role of the family is particularly critical. In such families, there can be an increased amount of stress and, at the same time, a range of coping strategies evolving. Research into the ways that families cope with stress uses various life quality indicators (e.g., emotional, physical and material well-being, interpersonal relations, personal development, self-determination or social inclusion) to evaluate the effectiveness of these coping mechanisms. The role of the family (with specific focus on its links with schools) is often overlooked, yet is crucial to attaining long-term benefits for the student. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10