No abstract

In recent decades, quality of life issues and research have been increasingly focused on seeing a direct link between indicators of subjective well-being and economic growth. In Latvia, the issue of subjective well-being has also been raised in recent years in population surveys, but there are no trends in emphasizing the importance of these indicators in the context of quality of life.In Latvia, education is included in the statistical data collection among the most important quality of life indicators. In Latvia, the level of life satisfaction decreases most rapidly at the age of 45-54.Purpose of the article: to research the components of quality of life in Europe and Latvia, identify significant indicators for the mantaining of adult quality of life and view on education and subjective well-being in the context of assessment of quality of adults life.Method: the study carried out an content analysis of the data of Eurostat population quality of life surveys, the EU and the Republic of Latvia's official guidelines on quality of life and lifelong learning, as well as pedagogical and psychological literature and scientific articles on quality of life, subjective well-being and adult education issues. Results: according to survey data, adults with higher level of education experience higher level of participation in lifelong learning activities; the level of education affects the assessment of life satisfaction.

The case analysis describes the work done in music therapy with a 17 year old boy with severe mental and vision disorders, whose permanent place of residence is a National care centre. The client/patient attended 10 music therapy sessions. The author met the client/patient once a week, each session lasted for 60 minutes. The main goals of music therapy were improvements in interpersonal interaction and encouragement of communication, as well as development of attention persistence. Considering the clients/patients difficulties, abilities, resources and needs, the work in music therapy was based on integrative eclectic approach, which is based on creative music therapy in Latvia. To reach the therapeutic goals intervention focus, presence, active listening, informing, mirroring, influence by supporting and provoking were utilised and various vocal and instrumental improvisation techniques as well as techniques for hearing function improvement were used. While performing therapy session analysis and result assessment, it was identified, that the young adult has experienced growth in interpersonal interaction and communicative ability, as well as that his hearing function capabilities and abilities in maintaining attention had improved.

Global, European, and Latvian inclusion and education policy documents set out the conditions and recommendations for ensuring inclusive education at all levels. The increase in the number of students with disabilities in higher education and the challenges they face in the educational process highlights the need for inclusive higher education and identification of students' individual needs and the type of support and adaptation required for the implementation of inclusive higher education. The results of the theoretical analysis show that in international policy documents, European and Latvian legislation, as well as in scientific literature, the terms disability, and special educational needs are often used in a similar context. At the same time, different countries in the European Union have different concepts and understandings of disability, and special needs are defined differently in legislation of different countries. For to identify students' special needs/ requirements for inclusive higher education, an evaluation tool was developed in the first phase of the partnership project, which included questions on each of the key elements of an inclusive environment – accessible information environment, accessible physical environment, adapted learning process and inclusive emotional environment. In the evaluation tool development process, based on a universal design for research approach, four principles were taken into account: clear and comprehensible survey instructions, transparent, easy-to-understand framework and simple wording, mainly closed questions, survey completion time (up to 10 minutes), and clear and understandable answer menus. The evaluation tool can be used for collecting research data in the second phase of the partnership project and can be used in higher education and secondary schools to identify the needs of students for providing inclusive education.

Observing lifelong learning programs in Latvia, there is a tendency to develop study courses that ensure the acquisition of new professional knowledge and skills, as well as their development, but a very minor section of courses and programs is devoted to the personality, resources, needs and acquisition of broad skills involved in adult education.In professional and scientific literature there is no reflection of the research conducted so far in Latvia on the use of arts therapies in maintaining the quality of life of adults in the context of lifelong learning.Purpose of the article: to research education as one of the indicators of quality of life in Europe and Latvia and differences and similarities in andragogy and arts therapies in order to get an idea of the possibilities of using arts therapies in lifelong learning.Method: content analysis of pedagogical and psychological literature, scientific articles, data of Eurostat population quality of life surveys, as well as official EU and Republic of Latvia guidelines on quality of life and lifelong learning issues.Results: the professional and personal competencies of an adult educator and an art therapist are highly demanding and have a number of common features. An adult educator and an art therapist have similar professional tasks - to see the needs of those involved in adult education and arts therapies, to support individual self-development, to encourage personality development, thus improving the quality of life. For each specialisation of arts therapies (music, dance and movement, drama and visual plastic) a specific application can be made according to target groups, educational stage and programs, as well as areas of needs.