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Quality of Life and its role for guiding practices in the social and educational services from a systems perspective

100%
Amor A. M., Verdugo M. A.
Człowiek - Niepełnosprawność - Społeczeństwo
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2018
|
vol. 41(3)
15-27
EN
The Quality of Life model has been established as a critical framework in the field of intellectual disability on different levels. From a system-perspective, this model has had a huge impact on the ways that the supports are planned and provided and on the way that the organizations have changed. This concept also offers a comprehensive framework for the public policy development and evaluation. In this article we present an updated overview of the Quality of Life model, the evidence on its structure and its role for guiding practices in the social and educational services from a systems perspective, as well as its impact on the development of evidence-based practices in the field of intellectual disability. The main challenges towards the implementation of this model within schools are discussed and directions for further research and practice are presented.
2
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Including students with Down’s syndrome: Barriers’ analysis and strategies to overcome them arising from the literature

81%
Arroyo R., Amor A. M., Verdugo M. Á., Calvo M. I.
Człowiek - Niepełnosprawność - Społeczeństwo
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2022
|
vol. 55(1)
3-31
EN
Inclusive education (IE) is based on equity and social justice, and implies guaranteeing access, participation, learning and development of students to their fullest potential within general education contexts. Studies have shown that students with intellectual and developmental disabilities have not benefited from IE on a same basis than other students due to contextual barriers, being students with Down’s syndrome (DS) one of the groups of students who have strongly advocated for their right to be included. The purpose of this literature review is to identify the barriers that attempt against the inclusion of students with DS and account for strategies mentioned to overcome these obstacles for the stage of primary education (6–12 years old). A search for the period 2006–2020 was conducted using the search engine EBSCOHost (i.e., including databases ERIC, PsycINFO, Psicodoc, Academic Search Complete, and Psycarticles), and the Web of Science and Scopus databases. Results revealed the presence of attitudinal, didactic, collaborative, communicative, organizational, and teachers’ training barriers towards the inclusion of students with DS, which systematically hinders the possibilities of the effective inclusion of students with DS affecting the four goals of IE. Strategies found in the studies included to overcome these barriers are also reported. Implications for research and practice, and future lines of research are discussed.
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