< .001), indicating that higher perceived social support was associated with lower stress. Parents reporting low support reported the highest stress. Education and income were positively associated with perceived support and inversely related to stress, while no significant differences were observed by type of disability (Autism Spectrum Disorder, Intellectual/Learning Disability). These results highlight social support as a protective factor that mitigates parental stress. Strengthening support mechanisms within family-based intervention programs is recommended, particularly for families with lower levels of education and income. This study contributes to the literature on stress and support in families of children with special needs and offers valuable implications for social work, counseling, and special education policy.
Palavan et al. (Thu,) studied this question.
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