Family support for students with disabilities in China

The daily lives of Chinese students with intellectual and developmental disabilities are a reflection of their family support, psychological development needs, and challenges in social engagement and integration.Research prioritizes macro perspectives, neglecting micro-level analysis .This article describes the home lives of students at a special school in X City in S Province. The results revealed that the hierarchical parenting style adopted by families of students with intellectual and developmental disabilities in China may limits certain aspects of the development of positive parent-child relationships, leisure skills, and emotional well-being. During the COVID-19 pandemic, shifts in parent-child dependency among students with intellectual intellectual and developmental disabilities in China strengthened social capital cohesion,appears to be important for establishing supportive parent-child relationships. Family support serves as strong guarantee for promoting quality of life and facilitating the high-quality development of abilities regarding social participation and integration for students with intellectual and developmental disabilities in China.however, further studies are needed to confirm these associations in broader populations and diverse contexts.