The goals of this research are (a) to explore how Spanish families understand FQoL by developing 2 different measurement tools for families with a member with ID under and over 18 years old, and (b) to provide 2 diagnostic instruments that will be useful for designing action plans.Method The study comprised 4 stages: (a) focus groups, (b) expert assessment, (c) pilot study, and (d) normalisation and standardisation. The data were collected in 5 regions in Spain, and 1,205 families with a member with ID took part in the normalisation and standardisation of the scales.Results Both FQoL scales were consistent and have valid psychometric characteristics. ConclusionsThe scales have a diagnostic purpose for use in designing action plans aimed at producing significant changes in families' lives. Keywords: family quality of life, family needs, intellectual disability, family quality of life scale Family quality of life 3 IntroductionIn recent decades, researchers, professionals and families themselves have shown growing concern with the quality of life (QoL) of persons with intellectual disability (ID) and their families. Although research on the QoL of persons with ID has a long history and has generated a large corpus of results with consequences for both theory and practical applications for improving the lives of these people (e.g., Brown, 1997; Cummins, 1996; Cummins, 1997a; Keith & Schalock, 2000; Schalock, 1996; Schalock, 1997;Schalock et al., 2002; Schalock, Gardner, & Bradley, 2007;Schalock & Verdugo, 2002), the same has not happened with regard to family quality of life (FQoL).In comparison with research on the QoL of persons with ID, research on FQoL is still limited (Summers et al., 2005) and recent. Nevertheless, there is widespread agreement on the importance of this new construct both for improving families' abilities to cope with a child with ID and for assessing the possible impact of the services and supports these families receive, which represent a significant investment in terms of financial and professional resources. To address these issues, various research teams have put considerable effort into conceptualising, measuring, and improving the quality of the families' lives (Aznar & Castañón, 2005; Brown et al., 2006; Hoffman, Marquis, Poston, Summers, & Turnbull, 2006; Hu, Summers, Turnbull, & Zuna, 2011; Isaacs et al., 2007). This work has led to the development of three scales for measuring FQoL, including different domains: (a) the Beach Center Family Quality of Life Scale (Beach Center FQOL Scale; Hoffman, Marquis, Poston, Summers, & Turnbull, 2006); (b) the Family Quality of Life Survey (FQOLS-2006; Brown et al., 2006; Isaacs et al., 2007); and (c) the Latin American Family Quality of Life Scale (Latin American FQoL Scale; Aznar & Castañón, 2005). Family quality of life 4The research presented here is in line with these initiatives and seeks to provide Spanish professionals and families with instruments based on what they understand by FQoL, their values and beliefs, and is sensitive ...

En el trabajo que se presenta se lleva a cabo una reflexión en torno a la necesidad de construir alianzas sólidas entre la escuela, la familia y la comunidad si se pretende avanzar hacia el derecho de todos los alumnos y alumnas a una educación inclusiva. Se parte de la necesidad de transformar los entornos educativos para avanzar en esta dirección. Desde una visión sistémica de los apoyos en la escuela, en un primer momento se analiza el papel de la familia y la comunidad en este proceso, se trata de compartir una visión conjunta de lo que entendemos por construir una relación de colaboración con las familias desde un enfoque centrado en la familia y, por último, se ofrecen algunas orientaciones que contribuyan a la construcción de estas alianzas.Descriptores: Educación inclusiva, Colaboración profesional y familias, Alianza, Familia, Comunidad.In this paper we will reflect on the need to build partnerships between school, families and community in order to progress toward the right of all students to an inclusive education. Our start point is the need to transform educational environments so as to move in this direction. Firstly, we will discuss of the family and community in this process, from a systemic vision of the supports at the school. The paper, also concerns what it means to build and develop partnership between professional and families based on an approach centred on the family. Finally, it offers some guidelines that contribute to the construction of these alliances.

Researchers, professionals, and families have shown increasing concern about the quality of life of people with intellectual disabilities (ID) and their families. Due to the growing interest in family quality of life (FQoL) as a key issue for social policy in the ID field, the aim of this research was to explore FQoL in Catalonia (Spain). The Spanish Family Quality of Life Scales (CdVF-E) were completed by 144 families using the version for households with children up to 18 years of age and by 122 families using the version for households with adult children over 18 years of age. The results show that FQoL is higher in families with adult children over 18 years of age than in families with children up to 18 years of age, and there are differences among domains in both groups. Likewise, there are relations between the scores in the scales and some demographic characteristics such as marital status, level of education, employment status, and family income, particularly in households with children under 18 years of age.

Early intervention (EI) has been shown to be an essential resource for meeting the needs and priorities of children with intellectual and developmental disability and their families. The objective of this study was to examine (a) the perceived quality of life of families attending EI centers in Spain and (b) its relationship with characteristics of the children and their families. The Family Quality of Life Scale was administered to a sample of 281 families with children aged 0 to 6 years attending an EI center. To determine the relationship between family quality of life (FQoL) and the family and children's characteristics, Student's t test and one-way ANOVA were performed. Likewise, effect size was measured in those groups. The results show that the emotional well-being of families was high, although they were concerned about health and financial well-being. The perceived FQoL varies depending on income, family type, and severity of the child's disability. Implications for professional practice in EI centers are presented.

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The developed measures may serve as a foundation for good decision-making from practices and policies.

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Personal outcomes-related quality of life provides information about the impact of individualized supports and services that are provided to people with intellectual disability. The Personal Outcomes Scale (POS) is a valid and reliable instrument that measures these outcomes using two parts, self-report and report by others. Based on the POS, the aim of this study is to provide a new psychometric study of the instrument that allows the evaluation of the three principal informers involved in the enhancement of individual's quality of life: individual with intellectual disability, professional and family member. This approach overcomes the limitations of the POS. For the self-report were involved 529 people with intellectual disability. A professional (N = 522) and a family member (N = 462) separately participated for the report by others versions to assess personal outcomes for each participant. The reliability study provides appropriate values for the first and second order factors with α values being higher than .82. The construct validity analysis provides an adjustment of the theoretical model, particularly regarding the assessments from professionals. Results show this instrument is adequate to evaluate personal outcomes and giving the guidelines for making policy and practice decisions.