Operationalisation of quality of life for students with intellectual and developmental disabilities to improve their inclusion

Heras, Inès; Amor, Antonio M.; Verdugo, M.; Calvo, M. Isabel

doi:10.1016/j.ridd.2021.104093

Cited by 14 publications

(20 citation statements)

References 28 publications

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“…It is very common for this group to encounter difficulties in actualizing their desires, given their sometimes absolute dependence on others to interpret them ( Hogg et al 2001 ). Fortunately, the planning of services for people with ID is increasing, although it remains a goal to be achieved, since it directly improves the quality of life of people with ID ( Gómez et al 2022 ; Heras et al 2021 ). In addition, it is one of the most relevant variables to analyze the effectiveness of interventions in this group ( Gavín et al 2022 ): “I am happy with the decisions I choose when I am achieving my goals” (D1:125).…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, people with ID are more likely to remain in segregated environments ( Heras et al 2021 ), encountering greater difficulties in exercising their right to self-determination. Despite this, studies have shown that the experience of living with a disability, far from intimidating an individual, seems to activate a process of struggle and overcoming this problem to successfully face the obstacles that are entailed ( Mirete et al 2022 ).…”

Section: Discussionmentioning

confidence: 99%

“…The main problem is that, from an early age, they have perceived that educational institutions have presented an environment of segregation and exclusion ( Heras et al 2021 ; Mañas et al 2020 ). A person with ID is less likely to engage in an education that takes place within the ordinary system ( Emerson et al 2000 ; Navas et al 2017 ).…”

Section: Discussionmentioning

confidence: 99%

“…Some time ago, we embarked on a transition from a view of disability that was focused on a pathological perception, to another that takes into account the support needed by people with ID ( Heras et al 2021 . There is no doubt that, over the years, a transformation has been reflected in terms of the conception of disability ( Víquez et al 2019 ) and that these attempts at ideological change seek to set aside static scenarios, focusing on the construction of a new reality for this group in society.…”

Section: Introductionmentioning

confidence: 99%

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Expectations of Personal Life Development and Decision-Making in People with Moderate Intellectual Disabilities

2023

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People with intellectual disabilities have a need for personal and social development that is often unknown or poorly understood. The main motivation is the fact that students belong to a group usually excluded from the ordinary educational process. That process is replaced with measures that focus on caring for students rather than promoting their development. The objective of this research is to understand the expectations for personal development and decision-making of students with intellectual disabilities. To achieve the stated objective, a qualitative research based on two complementary approaches, grounded theory and case study, has been employed. The sample (n = 28) was drawn from a specific study program for the training and development of people with intellectual disabilities at the University of Murcia, called “We are all Campus”. We aim to identify the different perceptions of their reality and potential for personal development, to understand their decision-making and what motivates them. Likewise, we investigate the self-perceptions of students with intellectual disabilities have and their understanding of their future life expectations. The main conclusions show that the training program represents an opportunity for students’ progression and personal development. Thus far, the expectations of the students have remained the same, focusing on their work and social inclusion.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Expectations of Personal Life Development and Decision-Making in People with Moderate Intellectual Disabilities

2023

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“…The importance of collaboration among education stakeholders in the inclusion and academic achievement of students with AEN has been highlighted in the literature [54][55][56][57] . However, as noted the concept of inclusive education remains complex and diverse, with varying perspectives on its definition and implementation 13 .…”

Section: Collaboration and Partnerships Between The Education Sector ...mentioning

confidence: 99%

A Whole Education Approach to Inclusive Education: Conceptualising a Sustainable Future for Inclusive Education Provision

Kenny¹,

McCoy²,

Norman³

2023

Preprint

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Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in education. This article will discuss the significance of recent developments in the field of school-based bullying prevention and evaluate their applicability to the policy discourse of inclusive education 2,3. Both inclusive education and school-based bullying remain contested phenomena without a clear consensus regarding their definition nor how to operationalise them as concepts within school policy or practice effectively. UNESCO’s Scientific Committee have recently proposed the Whole Education Approach, which conceptualises a holistic, socially engaged, and interconnected vision for policy development in addressing school-based bullying prevention. Importantly, the Whole Education Approach conceptualises incidences of bullying as indicative of a deficit of care and support within the surrounding social environment, thus adopting an ecological and relational focus regarding bullying prevention. In addition, bullying prevention is viewed as requiring co-herent collaboration between the school, family, and other relevant stakeholders in the local social community surrounding the school. This includes government funding and resourcing policy and national legal frameworks. This article argues that this approach may also have utility within inclusive education policy in supporting a more integrated and holistic promotion of social inclusion, underpinning equal opportunities in recognising the diverse needs of all learners in schools. This article discusses the details of the Whole Education Approach and emphasises how this framework also can address educational inclusion in adopting an integrated, multi-elemental focus on supporting collaboration across stakeholders relevant to the lives of pupils within schools.

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A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter

Xie,

Li,

Wang

2024

J Autism Dev Disord

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Operationalisation of quality of life for students with intellectual and developmental disabilities to improve their inclusion

Cited by 14 publications

References 28 publications

Expectations of Personal Life Development and Decision-Making in People with Moderate Intellectual Disabilities

Expectations of Personal Life Development and Decision-Making in People with Moderate Intellectual Disabilities

A Whole Education Approach to Inclusive Education: Conceptualising a Sustainable Future for Inclusive Education Provision

A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter

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