Akademik Veri Yönetim Sistemi
Acta Psychologica, cilt.261, 2025 (SSCI, Scopus)
While the influence of family on individuals with intellectual disabilities is acknowledged, there remains a limited understanding of their perceptions of family. Gaining insight into these perceptions is crucial for developing effective support initiatives. This study examined the perspectives of 18 high school students with mild intellectual disabilities attending Turkish public schools during the 2023–2024 academic year. Through semi-structured interviews and content analysis, themes emerged regarding students' views on family roles, relationships and emotions. Students predominantly defined family in structural terms—comprising the mother, father, and siblings—indicating a limited comprehension of the emotional and functional aspects of family life. Most participants associated family with happiness, unity, and protection, although some reported experiences of sadness, unmet needs, and absent parents. Their emotional understanding appears simplistic, reflecting a limited awareness of empathy, communication, and shared responsibility. The findings highlight the necessity of educational interventions focused on family dynamics, emotional literacy, and cooperation within special education. Implementing family education activities, support programs, and experiential learning can enhance students' understanding of family life among students with intellectual disabilities. This study emphasises the importance of inclusive family education policies in promoting emotional well-being, social integration, and resilience among these students.