Quality of Life as Context for Planning and Evaluation of Services for People with Disabilities

Dennis, Ruth; Giangreco, Michael F.; Cloninger, Chigee J.

doi:10.1177/001440299305900603

Cited by 66 publications

(38 citation statements)

References 27 publications

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“…Since the 1960s, parents of students with disabilities have been the primary driving force behind the passage of major laws pertaining to inclusive education for their children (Bennett, Deluca, & Bruns, 1997;Garrick-Duhaney, Spencer, & Salend, 2000). "Exceptional" parents are now recognized as the best advocates and initiators of reform and as partners and collaborators with the school in the care, treatment, and education of their children (Dennis, Williams, Giangreco, & Cloninger, 1993;Guralnick, 1994;Turnbull & Turnbull, 1997).…”

mentioning

confidence: 99%

Paraeducator Relationships with Parents of Students with Significant Disabilities

Chopra¹,

French²

2004

Remedial and Special Education

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A B S T R A C TThi s study examined the relationships between parents of students with significant disabilities and paraeducators who supported the students in inclusive educational settings to gain an understanding from several perspectives on the role paraeducator-parent relationships played in education of students with significant support needs. The study included the perspectives of parents, paraeducators, and teachers of students with significant support needs. We conducted in-depth interviews with 17 participants; 16 of them represented three program sites for students with significant support needs in the same district, and 1 was the district coordinator of programs for students with significant support needs. Results revealed five types of relationships between parents and paraeducators: close and personal friendship, routine limited interactions, routine extended interactions, tense relationship, and minimal relationship. Results indicated that it is important for paraeducators and parents to communicate because paraeducators spend more time with the students and gain insight into their academic and social behaviors. However, for paraeducator-parent relationships to be beneficial in the students' education, they must remain within the limits and boundaries established by the teacher.

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mentioning

confidence: 99%

Paraeducator Relationships with Parents of Students with Significant Disabilities

Chopra¹,

French²

2004

Remedial and Special Education

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“…Foi demonstrado que as características de QV próprias de outros grupos da população são compartilhadas pelas pessoas com deficiência (EMERSON et al, 2004;DENNIS et al, 1993).…”

Section: A Qualidade De Vida Como Modelo De Análiseunclassified

Qualidade de Vida e Ambient Assisted Living: modelos de inclusão para adultos com deficiência

Giaconi

Carbonari

2016

Inform. educ.

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Resumo: O passar do tempo impõe vários desafios com relação aos cuidados necessários aos adultos com deficiência. Pensemos nas diversas fases de transição ao longo da vida, que podem marcar o futuro da pessoa com deficiência: a finalização do período escolar, a inserção em novos ambientes sociais e de trabalho, mudança de moradia, ou, a própria permanência no contexto familiar após a escola. Seja qual for a possibilidade, nem sempre é consonante com as necessidades das pessoas envolvidas. Para que essas mudanças possam ser melhor vivenciadas pela pessoa com deficiência e por sua família, podemos contar com pesquisas e experimentos com tecnologias assistivas. Essas experiências têm possibilitado autonomia e a convivência em diferentes ambientes sociais. Essas práticas não enfatizam somente a aplicação de tecnologia, mas, acima de tudo, a reflexão e busca contínuas de Qualidade de Vida (QV). Esse artigo traz reflexões sobre percursos e ações, em projetos italianos e europeus que buscam associar tecnologias com QV, onde as tecnologias e ambientes de vida assistivos têm papel central, como modelos de inclusão, independência, participação e bem estar. Palavras-chave: Qualidade de vida. Fases evolutivas. Pessoa com deficiência. Tecnologias Assistivas. Ambient Assisted LivingAbstract: Advancing age impose several challenges to the necessary care to adults with disabilities. There are various transition phases throughout life, they can mark the future of the disabled person: the completion of schooling, then try in to new social and work environments, change of residence, or the permanence within the family after school. Whatever the variable, it may notal ways bein line with the need soft he people involved. So that these changes can be best experienced by the disabled person and his/her family, as seen in some research and experiments with assisted technologies. These experiences have allowed autonomy and living in different social environments. These practices not only emphasize the application of technology but, above all, the continuous reflection and search of Quality of Life (QoL). This article reflects on path ways and actions, in Italian and European projects that seek to associate technology with QoL, where technologies and assisted living environments play a central role, as inclusion models, possibilities of independence, participation and well being.

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“…Not surprisingly, then, there has been, among those committed to a PBS approach, a growing movement emphasizing the centrality of social validity in the design and implementation of service provision and remediation efforts (Dennis, Williams, Giangreco, & Cloninger, 1993;Hughes et al, 1995;Risley, 1996;Sands, Kozleski, & Goodwin, 1991;Schalock, 1990Schalock, , 1996. The movement toward social validity is, of course, one logical consequence of the PBS focus on lifestyle change, life span perspective, ecological validity, and stakeholder participation already discussed.…”

Section: Social Validitymentioning

confidence: 99%

Positive Behavior Support

Carr

Dunlap

Horner³

et al. 2002

Journal of Positive Behavior Interventions

719

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Positive behavior support (PBS) is an applied science that uses educational and systems change methods (environmental redesign) to enhance quality of life and minimize problem behavior. PBS initially evolved within the field of developmental disabilities and emerged from three major sources: applied behavior analysis, the normalization/inclusion movement, and person-centered values. Although elements of PBS can be found in other approaches, its uniqueness lies in the fact that it integrates the following critical features into a cohesive whole: comprehensive lifestyle change, a lifespan perspective, ecological validity, stakeholder participation, social validity, systems change and multicomponent intervention, emphasis on prevention, flexibility in scientific practices, and multiple theoretical perspectives. These characteristics are likely to produce future evolution of PBS with respect to assessment practices, intervention strategies, training, and extension to new populations. The approach reflects a more general trend in the social sciences and education away from pathology-based models to a new positive model that stresses personal competence and environmental integrity. Edward G. Carr 4The fourfold purpose of this article is to (a) provide a definition of the evolving applied science of positive behavior support (PBS); (b) describe the background sources from which PBS has emerged; (c) give an overview of the critical features that, collectively, differentiate PBS from other approaches; and (d) articulate a vision for the future of PBS.

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Quality of Life as Context for Planning and Evaluation of Services for People with Disabilities

Cited by 66 publications

References 27 publications

Paraeducator Relationships with Parents of Students with Significant Disabilities

Paraeducator Relationships with Parents of Students with Significant Disabilities

Qualidade de Vida e Ambient Assisted Living: modelos de inclusão para adultos com deficiência

Positive Behavior Support

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