Abstract：
BACKGROUND: Providing inclusive, quality education for all children is one of the United Nations\' sustainable development goals for 2030.
OBJECTIVE: The aim of this study, carried out in France among 491 parents of children with a disability aged 3 to 18 and enrolled in ordinary schools, is to measure the well-being and social inclusion of children and to identify the factors that promote well-being and social inclusion at school.
METHODS: The parents fill in various questionnaires relating to the well-being and social inclusion of their child, the quality of their relationship with the teacher and their satisfaction with the accommodations offered at school. They also provide information about their child and their socio-economic situation.
RESULTS: Regression analyses show that well-being and social inclusion depend on the nature of the child\'s disability and decrease with age but do not significantly depend on child\'s gender and academic level or social background. Furthermore, well-being and social inclusion can be significantly improved when the quality of the parent-teacher relationship and school accommodations are satisfying.
CONCLUSIONS: The results of this study encourage the development of quality parent-teacher relationships to promote well-being at school.
OBJECTIVE: The aim of this study, carried out in France among 491 parents of children with a disability aged 3 to 18 and enrolled in ordinary schools, is to measure the well-being and social inclusion of children and to identify the factors that promote well-being and social inclusion at school.
METHODS: The parents fill in various questionnaires relating to the well-being and social inclusion of their child, the quality of their relationship with the teacher and their satisfaction with the accommodations offered at school. They also provide information about their child and their socio-economic situation.
RESULTS: Regression analyses show that well-being and social inclusion depend on the nature of the child\'s disability and decrease with age but do not significantly depend on child\'s gender and academic level or social background. Furthermore, well-being and social inclusion can be significantly improved when the quality of the parent-teacher relationship and school accommodations are satisfying.
CONCLUSIONS: The results of this study encourage the development of quality parent-teacher relationships to promote well-being at school.
摘要：
背景：提供包容性，为所有儿童提供优质教育是联合国2030年可持续发展目标之一。
目的：本研究的目的，在法国对491名3至18岁残疾儿童的父母进行了调查，并在普通学校就读，是衡量儿童的福祉和社会包容，并确定促进学校福祉和社会包容的因素。
方法：父母填写与孩子的福祉和社会包容有关的各种问卷，他们与老师的关系质量以及他们对学校提供的住宿的满意度。他们还提供有关其子女及其社会经济状况的信息。
结果：回归分析表明，幸福感和社会包容性取决于儿童残疾的性质，并随着年龄的增长而下降，但不明显取决于儿童的性别和学术水平或社会背景。此外，当家长与教师的关系和学校住宿的质量令人满意时，福祉和社会包容可以显着改善。
结论：这项研究的结果鼓励发展优质的家长-教师关系，以促进学校的福祉。
目的：本研究的目的，在法国对491名3至18岁残疾儿童的父母进行了调查，并在普通学校就读，是衡量儿童的福祉和社会包容，并确定促进学校福祉和社会包容的因素。
方法：父母填写与孩子的福祉和社会包容有关的各种问卷，他们与老师的关系质量以及他们对学校提供的住宿的满意度。他们还提供有关其子女及其社会经济状况的信息。
结果：回归分析表明，幸福感和社会包容性取决于儿童残疾的性质，并随着年龄的增长而下降，但不明显取决于儿童的性别和学术水平或社会背景。此外，当家长与教师的关系和学校住宿的质量令人满意时，福祉和社会包容可以显着改善。
结论：这项研究的结果鼓励发展优质的家长-教师关系，以促进学校的福祉。
