Conceptualising educational quality of life to understand the school experiences of students with intellectual disability

Faragher, Rhonda and Van Ommen, Mark (2017) Conceptualising educational quality of life to understand the school experiences of students with intellectual disability. Journal of Policy and Practice in Intellectual Disabilities, 14 1: 39-50. doi:10.1111/jppi.12213


Author Faragher, Rhonda
Van Ommen, Mark
Title Conceptualising educational quality of life to understand the school experiences of students with intellectual disability
Journal name Journal of Policy and Practice in Intellectual Disabilities   Check publisher's open access policy
ISSN 1741-1130
1741-1122
Publication date 2017-03-01
Year available 2016
Sub-type Article (original research)
DOI 10.1111/jppi.12213
Open Access Status Not yet assessed
Volume 14
Issue 1
Start page 39
End page 50
Total pages 12
Place of publication Hoboken, NJ, United States
Publisher Wiley-Blackwell Publishing
Collection year 2018
Language eng
Abstract Various international reports over several decades present a less-than-favorable educational experience for students with disabilities. The continued failure of policy to address the factors that influence a quality education is contrary to the goals of the United Nations Convention on the Rights of Persons with a Disability. Research has found that quality-of-life domains have a close relationship to the articles contained in the Convention, one of which has a specific focus on education. Analyzing education from the perspective of quality of life may serve as an agent to effect needed change for students with disabilities. In this paper, we explore quality of life in the context of education for students with intellectual disabilities and conceptualize a new substrand of quality of life: EQOL-educational quality of life. A study of how family quality of life emerged from quality of life provides a way to rationalize the development of EQOL. Simultaneously a study of the literature related to the human experience and influences on school experience helped develop and support the conceptualization of EQOL. Our model is a multidimensional social construct underpinned by five principles, five domains, and related indicators. We propose this model as the basis for further research which will be needed to verify the structure before its use for measurement and as an agent of change. Understanding the influences on EQOL and the relationship between these influences can shape research design, policy development, and well-being measures for all students. The resulting information can provide educational authorities, communities, teachers, and parents with the knowledge to priorities interventions and determine the effectiveness of these interventions on the school experience of students with a disability.
Keyword Educational quality of life
Intellectual disabilities
Quality of life
School experience
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
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Created: Wed, 08 Mar 2017, 15:03:45 EST by Rhonda Faragher on behalf of Learning and Research Services (UQ Library)