A new quality of life index to enhance the inclusion of primary education students with intellectual and developmental disabilities in Spain: A preliminary study

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities Pub Date : 2025-03-23 DOI:10.1016/j.ridd.2025.104975

Antonio M. Amor , Victoria Sánchez-Gómez , Miguel Á. Verdugo , Alba Aza , Zofia Wolowiec

{"title":"A new quality of life index to enhance the inclusion of primary education students with intellectual and developmental disabilities in Spain: A preliminary study","authors":"Antonio M. Amor , Victoria Sánchez-Gómez , Miguel Á. Verdugo , Alba Aza , Zofia Wolowiec","doi":"10.1016/j.ridd.2025.104975","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>The Quality of Life Index-Primary Education (QoLI-PE) is a quality of life (QoL) assessment instrument under development that seeks to enhance the inclusion of students with intellectual and developmental disabilities (IDD) enrolled in primary, general education in Spain. The goal of this work was to report evidence on its functioning through a pilot study and characterize the QoL of the participating students with IDD.</div></div><div><h3>Methods</h3><div>130 primary education students with IDD were assessed with the QoLI-PE. The pilot study involved analyzing the quality of the items, the internal structure of the tool using Confirmatory Factor Analysis (CFA), and its internal consistency (Cronbach’s α, ordinal α, and ω). Descriptive statistics were calculated for each QoL domain to characterize the QoL of students with IDD. Repeated-measures ANOVA were run to compare the domains at the within-subjects level, while independent samples <em>t</em> test and one-way ANOVAs were performed to test for between-groups comparisons.</div></div><div><h3>Results</h3><div>After refining the items, the CFA supported the internal structure of the instrument based on the theoretical model of QoL composed by eight first-order intercorrelated domains (χ²/<em>df</em> = 1.266; RMSEA =.045; CFI =.985; TLI =.984). Internal consistency was excellent for all the domains (all indices above.75). Emotional wellbeing and self-determination were identified as areas of concern. Significant differences were found between the levels of disability according to limitations in social skills (for material wellbeing) and in practical skills (physical wellbeing and self-determination).</div></div><div><h3>Conclusions</h3><div>The QoLI-PE stands as a robust tool for its purpose. Strategies for QoL improvement are outlined, and future lines of research are provided.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 104975"},"PeriodicalIF":2.9000,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Developmental Disabilities","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0891422225000599","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

Background

The Quality of Life Index-Primary Education (QoLI-PE) is a quality of life (QoL) assessment instrument under development that seeks to enhance the inclusion of students with intellectual and developmental disabilities (IDD) enrolled in primary, general education in Spain. The goal of this work was to report evidence on its functioning through a pilot study and characterize the QoL of the participating students with IDD.

Methods

130 primary education students with IDD were assessed with the QoLI-PE. The pilot study involved analyzing the quality of the items, the internal structure of the tool using Confirmatory Factor Analysis (CFA), and its internal consistency (Cronbach’s α, ordinal α, and ω). Descriptive statistics were calculated for each QoL domain to characterize the QoL of students with IDD. Repeated-measures ANOVA were run to compare the domains at the within-subjects level, while independent samples t test and one-way ANOVAs were performed to test for between-groups comparisons.

Results

After refining the items, the CFA supported the internal structure of the instrument based on the theoretical model of QoL composed by eight first-order intercorrelated domains (χ²/df = 1.266; RMSEA =.045; CFI =.985; TLI =.984). Internal consistency was excellent for all the domains (all indices above.75). Emotional wellbeing and self-determination were identified as areas of concern. Significant differences were found between the levels of disability according to limitations in social skills (for material wellbeing) and in practical skills (physical wellbeing and self-determination).

Conclusions

The QoLI-PE stands as a robust tool for its purpose. Strategies for QoL improvement are outlined, and future lines of research are provided.

查看原文本刊更多论文

求助全文

约1分钟内获得全文求助全文

来源期刊

Research in Developmental Disabilities Multiple-

CiteScore

5.50

自引率

6.50%

发文量

178

期刊介绍： Research In Developmental Disabilities is aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the remediation of problems associated with developmental disabilities. Manuscripts will be solicited throughout the world. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of research with the developmentally disabled, with any methodologically sound approach being acceptable.