The Specificity of the Life Trajectory and Indicators of Subjective Well-Being of Adults with Hearing Impairment

Abstract

Permission to submit a PhD thesis in alternative format 19 6. Concept of mental well-being 7. Conclusion Chapter Three: Methodology 1. Overview mental health outcomes 4.2. Social, familial and environmental factors in childhood relating to mental health difficulties outcomes in adulthood 4.3. Mental health difficulties in childhood and the outcomes in adulthood (other than mental health) 4.4. The importance of services for young people with mental health difficulties 4.5. Conclusions of the findings from hearing populations 5. Longitudinal Studies with d/Deaf populations 90 6. Mental health outcomes in d/Deaf populations 6.1. Mental health difficulties in childhood as a predictive factor for later mental health outcomes in d/Deaf populations 93 6.2. Social, familial and environmental factors in childhood relating to mental health difficulties in adulthood in d/Deaf populations 94 6.3. Mental health in childhood and the later outcomes (other than mental health) in d/Deaf populations 96 6.4. Conclusions of the findings from d/Deaf populations 96 7. Current Gaps in Literatures on Mental Wellbeing Outcomes for d/Deaf populations 96 8. Future work 97 References 99

Parents' psychological readiness as a condition for psychological safety of an inclusive educational environment

“…Summarizing the work of researchers in this area the following structural components of this formation can be distinguished [1,14,16,17] The experimental study was carried out on the basis of an educational organization that has been implementing inclusive educational practice for more than 15 years. The study involved 50 parents of children with disabilities.…”

“…Yagovkina and other researchers have shown that the involvement (complicity) of parents of different categories of students, based on the attitude of parents to an inclusive educational environment, on their satisfaction with relationships with other subjects of the educational process, is ensured by the willingness of parents to teach children together in an inclusive educational environment. This allows the inclusive educational environment to be safe and to solve its primary task -socialization and social integration of all students [1,14,16,17].…”