Quality of Life of Children with Profound Disabilities: The Educators' Perspective

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Autor/in	Theisen, Jocelyn R.
Titel	Quality of Life of Children with Profound Disabilities: The Educators' Perspective
Quelle	(2016), (152 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-6515-7
Schlagwörter	Hochschulschrift; Dissertation; Quality of Life; Children; Special Education; Special Education Teachers; Teacher Attitudes; Well Being; Physical Health; Self Determination; Child Development; Emotional Development; Interpersonal Relationship; Inclusion; Severe Intellectual Disability; Learning Experience; Teacher Student Relationship; Technology Uses in Education; Computer Mediated Communication; Mobility; Leisure Time; Recreational Activities; Enrichment Activities; Progress Monitoring; Student Motivation; Nonverbal Communication; Student Participation; Human Body; Intervention; Program Effectiveness; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lebensqualität; Child; Kind; Kinder; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Well-being; Wellness; Wohlbefinden; Gesundheitszustand; Selbstbestimmung; Kindesentwicklung; Gefühlsbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Inklusion; Lernerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkonferenz; Mobilität; Mobilitätsförderung; Freizeit; Freizeitgestaltung; Bereicherungsprogramm; Schulische Motivation; Non-verbal communication; Nonverbale Kommunikation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Menschlicher Körper
Abstract	The objective of this study was to examine quality of life of children with profound disabilities from the perspective of special education staff. Due to the nature of profound level cognitive disabilities, children with these issues are unable to respond to traditional paper and pencil quality of life assessments. Therefore, the perspectives of the education staff members who work with these children have to be considered when evaluating and making decisions related to quality of life. As a result, this research was framed as a qualitative, descriptive case study, incorporating interviews and a focus group of educational staff members. The study involved ten education staff in the Catskill Region of New York State who work directly with a population of students with profound intellectual disabilities. Key findings of this study were that six of eight internationally validated quality of life domains, including physical well-being, self-determination personal development, emotional well-being, interpersonal relations and social inclusion were cited most frequently by education staff members as being important areas to the quality of life of their students with profound intellectual disabilities. Among the most popular suggestions made by these education staff members for improving the quality of life of their students were ensuring a well-rounded, engaging learning experience, interacting and socializing with students positively and enthusiastically, implementing technology to facilitate communication and mobility, providing adequate opportunities for fun and leisure, providing academic enrichment opportunities, and establishing a routine. Finally, education staff members most frequently indicated that the ways they determine whether or not their quality of life efforts are successful are to track student progress by objective data, monitor level of student excitement or motivation, observe the facial expressions of the student, pay attention to the verbalizations or vocalizations of the student, gauge the degree of student participation/interaction and observe the student's body movements/body language. Conclusions reached as a result of this study included: support for the use of the eight domain quality of life framework used to structure this study in schools in which administrators and policy makers are seeking to balance assessment standards with a focus on quality of life, support for the pragmatic implementation of the concrete suggestions made by education staff members for improving quality of life on a day to day basis, and support for the use of objective standards and a cross-section of more subjective measures to determine effectiveness of quality of life interventions with students with profound intellectual disabilities. This study serves as a springboard for future studies in different geographical regions, in different classroom settings, with different age groups, and with education staff members of varied experience levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01