A Systematic Approach to Enhancing the Personal Well-Being of Children and Adolescents

Abstract

This article describes a systematic approach to enhancing the personal well-being of children and adolescents with intellectual or closely related developmental disabilities. The article incorporates international trends in disability-related policies and practices and proposes a quality of life framework for implementing the approach, which consists of input, throughput, output, and outcome components. Guidelines for implementing the approach are presented, along with an example of its use.

Predictive factors of quality of life in acquired brain injury

“…Each domain is operationalized through culturally sensitive indicators and items that reflect the personal outcomes of each domain (Gómez and Verdugo, 2016, Schalock et al, 2016). Moreover, these core domains are common to all people, include subjective and objective aspects, are influenced by environmental and personal factors and their interaction, and can be enriched through quality enhancement strategies, such as individualized supports, personal growth opportunities, or inclusive environments (Schalock, Baker et al, 2018, Schalock, van Loon et al, 2018, Schalock et al, 2016). Thus, the model incorporates a positive approach of the person, emphasizing not only the limitations, but also the strengths, as key elements in the enhancement of the systems of supports and QoL outcomes (Schalock, 2018, Thompson et al, 2018).…”

Toward a Better “Person–Environment Fit” through Items Calibration of the SIS-C

“…As regards the applied field, support needs assessment obeys the need to understand the pattern and intensity of the extraordinary support that children and adolescents with ID require with the aim of providing personalized supports that enhance their functioning and QoL [1], such as personalized education plans that include goals beyond literacy [22] and the use of personalized support plans to improve personal outcomes in inclusive settings [23]. However, for children and adolescents with ID located in the ceiling effect area, no pattern of support needs will be obtained-rather, homogeneous scores where all or almost all the indicators acquire the maximum score.…”

“…For example, Walker et al [22], on the basis of the SIS-C use, developed personalized educational plans that, rather than focusing only on student's literacy, aimed to enhance other relevant personal outcomes such as participation in their community. Recently, Schalock, van Loon et al [23] used the SIS-C to inform a personalized support plan for improving the QoL of a student with ID in inclusive settings in the Netherlands. However, despite these works, use of the SIS-C is still not as generalized as that of the SIS-A [24], so efforts are being made to promote its use within general education settings to enhance outcomes for students with ID [25].…”

Apoyos para la Calidad de Vida de Escolares con y sin Discapacidad: Revisión de Literatura

“…La CDPD destaca la importancia de adoptar ajustes razonables que garanticen la inclusión plena del estudiantado, es decir, la cobertura de sus necesidades individuales para la participación y el progreso, tanto en el aula como en el centro educativo y en su comunidad de referencia (Amor et al, 2018). Por ello, desde la óptica del derecho a la EI, los apoyos que se ofrecen deben exceder al aprendizaje académico, de manera que es necesario considerar el patrón de apoyos requeridos por los estudiantes en términos globales e implementar los apoyos que estos requieran en distintos ámbitos, para así poder desempeñar un rol social valorado y desarrollarse plenamente (Amor et al, 2019;Hagiwara et al, 2019;Schalock, van Loon y Mostert, 2018;Verdugo et al, 2018).…”

“…Consistentemente con el artículo 24 de la CDPD, cada vez más autores defienden la necesidad de adoptar enfoques educativos centrados en la globalidad del estudiante con discapacidad, que se orienten no solamente a su acceso, participación y aprendizaje, sino también a su máximo desarrollo posible (Amor et al, 2018;Schalock et al, 2018;Verdugo et al, 2018). Dos de estos enfoques, complementarios entre sí, son: el paradigma de apoyos (Thompson et al, 2009); y el modelo de calidad de vida (Schalock y Verdugo, 2002).…”