EDUC7230 Wk1 Introduction to behaviour supports (A Comparison of Quality…
EDUC7230 Wk1 Introduction to behaviour supports
UN Doc: Convention on the Rights of Children with Disabilities Article24: EDUCATION
State ensure an inclusive education system
The State recognize the rights of children with disabilities
States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community.
States Parties shall take appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education.
ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others.
A Comparison of Quality of Life Variables for Students with Emotional and Behavioral Disorders and Students Without Disabilities
Sacks & Kern (2008)
Quality of Life Emotional and Behavioral Disorders
Environment: EBD students in selfcontained
schools rated self and environment significantly higher than their peers
with EBD in public schools
Quality of Life: Adolescents with EBD were significantly more dissatisfied with
their quality of life in all domains than their non-EBD peers
Relationships: Parents of adolescent with EBD rated their adolescent’s quality of life significantly lower than their adolescent did, while parents of non-
EBD adolescents rated their adolescent’s quality of life as significantly higher than did their adolescents.
Quality of Life (QuL) - national education agenda- by mandating placement in the
least restrictive environment and access to the general education curriculum
Qul of EBD
has worst outcomes of any disability group
lowest test results
difficulty in employment
Use Youth Quality of Life instruments in the study
little is known about QoL of school-age children with disabilities, especially those with emotional and behavioral disorders
Programs focused on the broad and unique needs of students with EBD have the potential of improving social inclusion, interpersonal relationships, and
long-term healthy emotional well-being
There is a notable gap in
the literature is parental perceptions of their child’s QoL
My Q: The findings that students with EBD who attended private schools felt better
about themselves and their environment than did students with EBD in public
schools were unexpected.
Limitations of the study
representative of the sample eg 1 region only, not all were allowed to participate
student demographic characteristics eg race
represents one of the first to examine QoL from the perspective of adolescents with EBD. the results offer intriguing directions and interesting patterns that merit follow-up in future research.
Recommendation: It may be that focus on QoL, rather than
(or in addition to) focusing on discrete problem behaviors will result in a more
enduring resolution of behavior problems