L’objectif de cet article est d’évaluer la qualité de vie (QDV) perçue d’élèves âgés de 5 à 11 ans présentant une déficience intellectuelle (DI) et d’examiner ses relations avec leur contexte de scolarisation.

La QDV de 354 enfants a été évaluée par la Multidimensional Student's Life Satisfaction Scale, version abrégée. Parmi eux, 66 enfants présentent une DI légère à moyenne (41 sont scolarisés en classe d’inclusion scolaire et 25 enfants sont accueillis en institutions spécialisées) et 288 élèves ne présentent aucun handicap et sont scolarisés en milieu ordinaire de la grande section de maternelle au cours moyen 2^eannée.

Les réponses des élèves scolarisés en classe d’inclusion scolaire soulignent que certains dispositifs visant à compenser leur handicap peuvent être source d’insatisfaction.

Ces constats incitent à reconsidérer les interventions en direction de ces jeunes dans le but de promouvoir leur QDV et de mieux répondre à leurs besoins.

The objective of this study is to assess the quality of life (QOL) of children with intellectual disability (ID) aged from 5 to 11 years and to examine its relationship with their schooling context.

Children's QOL was measured using a generic instrument, the abbreviated form of the Multidimensional Student's Life Satisfaction Scale translated and adapted for children as young as 5 years old and children with ID. This instrument measures children's overall QOL as well as their life satisfaction in specific domains (family, school, friends, living environment and self). QOL was self-reported by 354 children aged from 5 to 11 years (average age=8.20, SD=1.732). Of these, 66 children with mild/moderate ID attended a regular school in an inclusive classroom (n=41, average age=9.24, SD=1.091) or a specialized institution (n=25, average age=9.37, SD=1,34) and 288 children without disability attended the French equivalents of Kindergarten to Grade 6 (average age=7.94, SD=1.73). In addition, questionnaires for parents and teachers/educators allowed us to collect sociodemographic data and information about children's education.

Results show that children with ID report high levels of QOL. They are satisfied with the school, their friends and their life in general. However, their QOL appears impaired compared to their peers without disability, and especially for children enrolled in an inclusive classroom. The responses of these children point out variations between the establishment of some educational measures to compensate for their disabilities and their needs. Impairments and the variables linked to schooling context (educational care, schooling duration, etc.) accounted for most of the variation in the QOL of these children.

These findings highlight the need to considerer children with ID above all like children having the same rights as others, to ensure their full participation in society. With a view to providing all children the best possible education, these results suggest to better adapt the aid measures introduced to children of inclusive classroom to encourage their participation in the community life of the school in order to promote their QOL and their educational inclusion and social integration.