Subjective Well-being of Parents in an Inclusive School

Abstract

This work presents results of a study of the correlations between indicators of subjective well-being of parents with their assessments of an inclusive environment and satisfaction with school. 1583 parents of children with disabilities (4,2%) and without disabilities (95,8%) studying in schools in the city of Tyumen and the south of the Tyumen region were recruited for this work. The author's questionnaires "Subjective well-being", "Assessment of the inclusive environment", "Satisfaction with the school" were used. As a result, a stable relationship between the well-being of parents and their assessments of the inclusive environment and satisfaction with the school was empirically confirmed. The study showed that parental subjective well-being is characterized by a state in which it is possible to show agency and control over situations that arise, a sense of satisfaction, emotional comfort, and a level of meaningful life. The association of subjective well-being with the level of involvement in the inclusive process at school, understanding of inclusion, acceptance of the ideas and values of inclusion was revealed. Parents with a high level of subjective well-being have a significantly higher level of school satisfaction, they also value inclusion resources more and note a higher level of inclusion risks.