Perceptions of Well-Being. Asking Children with Intellectual Disabilities

This study aims to explore the well-being of children with low and moderate intellectual disabilities from the Romanian special education system, while considering well-being dimensions as reflected in CUWB Project. We conducted two focus groups, focused particularly on well-being as seen by children with intellectual disabilities. Social relations, the relationship with school, the importance of material resources, autonomy and personal safety were the main dimensions explored in relation to wellbeing. Grounded on the thematic analysis realized with QSR NVIVO 12 software, we noticed the limited universe of children with intellectual disabilities and their little claims from those around them. Thus, people of support mean family and few friends, school is a field of socialization and involvement in recreational activities, material resources entail basic products. With regards to autonomy, the feel listened if they have a good communication with support persons. In addition, the participants hold that they feel at safe with few people, fact that raises concern for their wellbeing and safety.


Keywords: children’s well-being, children with intellectual disabilities, children’s participation, children’s rights