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

Published online by Cambridge University Press:  26 February 2016

Iva Strnadová  and
David Evans
Iva Strnadová
Affiliation:
Charles University in Prague, Czech Republic
David Evans*
Affiliation:
University of Sydney, Australia
*
*Corresponding author. Faculty of Education and Social Work A35, University of Sydney, NSW 2006, Australia. Email: d.evans@edfac.usyd.edu.au
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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.

Type
Conference Paper
Information
Australasian Journal of Special Education , Volume 31 , Issue 2 , September 2007 , pp. 159 - 170
Copyright
Copyright © The Australian Association of Special Education 2007

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