University and Intellectual Disability: Contributions to Quality of Life According to the Perceptionsof Students and Parents in a Chilean Context
Abstract Completion of post-secondary education is associated with better access to employment and is an important way of increasing quality of life rates for people with intellectual disabilities; and even though inclusive university programs have increased around the world, little is known about how they directly impact the quality of life of students with ID. Target: Know how participation in a university program for students with intellectual disabilities contributes to their quality of life. Method: The Comprehensive QOL Scale for people with ID and Development was applied and the results were analyzed considering variables of course, role and gender of the participants. Results: An increase is observed in all the dimensions of the QOL and in the total index in the higher courses. Parents evaluate all QOL dimensions with better scores than students. Both groups (students and their parents) believe that the program has contributed to improving the quality of life and state that greater instances of participation with non-disabled peers are needed.
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BETHUNE-DIX, L., CARTER, E. W., HALL, C., McMILLAN, E., CAYTON, J., DAY, T., … BAUER, E. (2020). Inclusive higher education for college students with intellectual disability. En G. CRIMMINS (Ed.), Strategies for supporting inclusion and diversity in the academy (pp. 309-328). https://doi.org/10.1007/978-3-030-43593-6-16
BRADY, M. P. (2021). Are we there yet? An emerging research agenda for college students with intellectual and developmental disabilities. Behavior Modification, 45(2), 203-214. https://doi.org/10.1177/0145445520986141
CABEZA-RUIZ, R. y CASTRO-LEMUS, N. (2017). Fuerza manual de adultos con discapacidad intelectual. Apunts. Educación Física y Deportes, 129, 44-50. https://doi.org/10.5672/apunts.2014-0983.es.(2017/3).129.03
CALDAS DANTAS, T., SOUZA SILVA, J. y PESSOA DE CARVALHO, M. (2014). Interlace between gender, sexuality and disability: a history of women’s break with the past and empowerment. Revista Brasileña de Educación Especial, 20(4), 555-568. https://doi.org/10.1590/S1413-65382014000400007
CASTRO, L., CERDA, G., VALLEJOS, V., ZÚÑIGA, D. y CANO, R. (2016). Calidad de vida de personas con discapacidad intelectual en centros de formación laboral. Avances en Psicología Latinoamericana, 34(1), 175-186. https://doi.org/10.12804/apl34.1.2016.12
CASTRO, L., CERDA, G., VALLEJOS, V., ZÚÑIGA, D. y CANO, R. (2016). Quality of life of people with intellectual disabilities at vocational training schools/Qualidade de vida de pessoas com deficiência intelectual em centros de formação laboral. Colombia, 34(1), 175-186. https://doi.org/10.12804/apl34.1.2016.12
EISENMAN, L. T., FARLEY-RIPPLE, E., CULNANE, M. y FREEDMAN, B. (2012). Rethinking social network assessment for students with intellectual disabilities (ID) in postsecondary education. Journal of Postsecondary Education and Disability, 26(4), 367-384. Recuperado de https://eric.ed.gov/?q=social+network+analysis+education&id=EJ1026910
FLÓREZ MUÑOZ, V. R., GONZÁLEZ SALAMANCA, R. del P. e ISAZA de GIL, G. (2015). Desesperanza aprendida: categoría emergente de los docentes frente a la inclusión educativa. Plumilla Educativa, 16(2), 202-220. https://doi.org/10.30554/plumillaedu.16.1605.2015
GÓMEZ, L. E., SCHALOCK, R. L. y VERDUGO, M. Á. (2021). A new paradigm in the field of intellectual and developmental disabilities: characteristics and evaluation. Psicothema, 33(1), 28-35. https://doi.org/10.7334/psicothema2020.385
GÓMEZ, L. E., VERDUGO, M. Á. y ARIAS, B. (2010). Calidad de vida individual: avances en su conceptualización y retos emergentes en el ámbito de la discapacidad. Psychology, 18, 47011-47011.
GRIGAL, M., HART, D. y MIGLIORE, A. (2011). Comparing the transition planning, postsecondary education, and employment outcomes of students with intellectual and other disabilities. Career Development for Exceptional Individuals, 34(1), 4-17. https://doi.org/10.1177/0885728811399091
GRIGAL, M., HART, D. y WEIR, C. (2012). A survey of postsecondary education programs for students with intellectual disabilities in the United States. Journal of Policy and Practice in Intellectual Disabilities, 9(4), 223-233. https://doi.org/10.1111/jppi.12012
KAYA, C. (2018). Demographic variables, vocational rehabilitation services, and employment outcomes for transition-age youth with intellectual disabilities. Journal of Policy and Practice in Intellectual Disabilities, 15(3), 226-236. https://doi.org/10.1111/jppi.12249
KEITH, K. D. y BONHAM, G. S. (2005). The use of quality of life data at the organization and systems level. Journal of Intellectual Disability Research, 49(10), 799-805. https://doi.org/10.1111/j.1365-2788.2005.00755.x
KLEINERT, H. L., JONES, M. M., SHEPPARD-JONES, K., HARP, B. y HARRISON, E. M. (2012). Students with intellectual disabilities going to college? Absolutely! TEACHING Exceptional Children, 44(5), 26-35. https://doi.org/10.1177/004005991204400503
KOOP, F. (2019). Estudio mujeres con discapacidad intelectual por la igualdad de género. Canarias, España.
KOOP, F., RODRÍGUEZ, A y SENTÍS, A. (2018). La historia sólo cuenta una parte de nosotras. Estudio género y discapacidad intelectual o del desarrollo. Plena inclusión Canarias.
LEE, C. E., DAY, T. L., CARTER, E. W. y TAYLOR, J. L. (2021). Examining growth among college students with intellectual and developmental disability: a longitudinal study. Behavior Modification, 45(2), 324-348. https://doi.org/10.1177/0145445520982968
LUCÍA, I. A. y Von FURSTENBERG LETELIER, M. T. (2011). Implementación de un programa de inclusión a la educación superior de jóvenes con necesidades educativas especiales por discapacidad cognitiva en la Universidad Andrés Bello. Perspectiva Educacional, 51(2), 69-87.
McCARRON, M., McCALLION, P., CARROLL, R., BURKE, E., CLEARY, E., McCAUSLAND, D., … SHIVERS, C. (2014). Advancing years, different challenges: Wave 2 IDS-TILDA findings on the ageing of people with an intellectual disability. Recuperado de https://www.idstilda.tcd.ie
MILLER, K., SCHLEIEN, S., WHITE, A. y HARRINGTON, L. (2018). “Letting Go”: parent perspectives on the outcomes of an inclusive postsecondary education experience for students with developmental disabilities. Journal of Postsecondary Education and Disability, 31(3), 267-285.
MINISTERIO DE PLANIFICACIÓN. CHILE. (2010). Ley 20.422. Biblioteca del Congreso Nacional §.
MITTLER, P. (2015). The UN Convention on the Rights of Persons with Disabilities: implementing a paradigm shift. Journal of Policy and Practice in Intellectual Disabilities, 12(2), 79-89. https://doi.org/10.1111/jppi.12118
NEUBERT, D. A. y MOON, M. S. (2006). Postsecondary settings and transition services for students with intellectual disabilities. Models and Research, 39(4).
O’BRIEN, P. y BONATI, M. (2019). From institutionalisation to inclusion. En P. O’BRIEN, M. BONATI, F. GADOW y R. SLEE (Eds.), People with intellectual disability experiencing university life. Theorical underpinnings, evidence and lived experience (pp. 3-19). Brill Sense.
O’DONOVAN, M. A. (2021). The elusive inclusive university: what does this look like for students with intellectual disability? An Irish perspective. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 68-74. https://doi.org/10.1111/jppi.12375
PLOTNER, A. J. y MARSHALL, K. J. (2015). Postsecondary education programs for students with an intellectual disability: facilitators and barriers to implementation. Intellectual and Developmental Disabilities, 53(1), 58-69. https://doi.org/10.1352/1934-9556-53.1.58
PROHN, S. M., KELLEY, K. R. y WESTLING, D. L. (2018). Students with intellectual disability going to college: what are the outcomes? A pilot study. Journal of Vocational Rehabilitation, 48(1), 127-132. https://doi.org/10.3233/JVR-170920
SCHALOCK, R. L. (2009). La nueva definición de discapacidad intelectual, apoyos individuales y resultados personales. Siglo Cero, 229, 22-39.
SCHALOCK, R. L. y VERDUGO, M. Á. (2007). El concepto de calidad de vida en los servicios y apoyos para personas con discapacidad intelectual. Siglo Cero, 38(4), 21-36.
SCHALOCK, R. L. y VERDUGO, M. Á. (2016). Calidad de vida. Manual para profesionales de la educación, salud y servicios sociales. Alianza Editorial.
SCHALOCK, R. L. y VERDUGO, M. Á. (2019). International developments influencing the field of intellectual and developmental disabilities. En K. D. KEITH (Ed.), Cross-cultural psychology: contemporary themes and perspectives (pp. 309-323). Wiley-Blackwell. https://doi.org/10.1002/9781119519348.ch14
Van LOON, J. (2009). Un sistema de apoyos centrado en la persona. Mejoras en la calidad de vida a través de los apoyos. Siglo Cero, 40(1), 40-53.
VEGA, V., JENARO, C., FLORES, N., CRUZ, M. y LERDO, A. (2013). Evaluación de la calidad de vida de adultos con discapacidad intelectual institucionalizados en Chile. Universitas Psychologica, 12(2), 471-481. https://doi.org/10.11144/Javeriana.UPSY12-2.ecva
VERDUGO, M. Á., GÓMEZ, L. E. y ARIAS, B. (2009). Evaluación de la calidad de vida en personas mayores: la Escala FUMAT. Recuperado de https://sid.usal.es/idocs/F8/FDO23248/herramientas_4.pdf
VERDUGO, M. Á., GÓMEZ, L., ARIAS, B. y NAVAS, P. (2012). Evidencias de validez del modelo de calidad de vida de ocho dimensiones y aplicación integral en distintos países. En M. Á. VERDUGO, R. CANAL, M. BADIA y A. L. AGUADO (Eds.), Aplicación del paradigma de calidad de vida a la intervención con personas con discapacidad desde una perspectiva integral (pp. 11-26). Publicaciones INICO.
VERDUGO, M. Á., GÓMEZ, L. E., ARIAS, B., SANTAMARÍA, M., CLAVERO, D. y TAMARIT, J. (2013). Escala INICO-FEAPS: Evaluación Integral de la Calidad de Vida de Personas con Discapacidad Intelectual o del Desarrrollo. Recuperado de https://sid.usal.es/idocs/F8/FDO26363/Herramientas 7_2013.pdf
VERDUGO, M. Á. y NAVAS, P. (2017). Todos somos todos. Editado por Plena inclusión España con el apoyo del Real Patronato sobre Discapacidad..
VINOSKI, T. E., SCHRAM, B. M. y CRIMMINS, D. (2020). College as community for students with intellectual disabilities. The Journal of Legal Medicine, 40(1), 53-61. https://doi.org/10.1080/01947648.2020.1731332
WANG, M., SCHALOCK, R. L., VERDUGO, M. Á. y JENARO, C. (2010). Examining the factor structure and hierarchical nature of the quality of life construct. American Journal on Intellectual and Developmental Disabilities, 115(3), 218-233. https://doi.org/10.1352/1944-7558-115.3.218
WESTLING, D. L., KELLEY, K. R., CAIN, B. y PROHN, S. (2013). Division on autism and developmental disabilities college students’ attitudes about an inclusive postsecondary education program for individuals with intellectual disability. Education and Training in Autism and Developmental Disabilities, 48(3), 306-319.
WHIRLEY, M. L., GILSON, C. B. y GUSHANAS, C. M. (2020). Postsecondary education programs on college campuses supporting adults with intellectual and developmental disabilities in the literature: a scoping review. Career Development and Transition for Exceptional Individuals, 43(4), 195-208. https://doi.org/10.1177/2165143420929655
BRADY, M. P. (2021). Are we there yet? An emerging research agenda for college students with intellectual and developmental disabilities. Behavior Modification, 45(2), 203-214. https://doi.org/10.1177/0145445520986141
CABEZA-RUIZ, R. y CASTRO-LEMUS, N. (2017). Fuerza manual de adultos con discapacidad intelectual. Apunts. Educación Física y Deportes, 129, 44-50. https://doi.org/10.5672/apunts.2014-0983.es.(2017/3).129.03
CALDAS DANTAS, T., SOUZA SILVA, J. y PESSOA DE CARVALHO, M. (2014). Interlace between gender, sexuality and disability: a history of women’s break with the past and empowerment. Revista Brasileña de Educación Especial, 20(4), 555-568. https://doi.org/10.1590/S1413-65382014000400007
CASTRO, L., CERDA, G., VALLEJOS, V., ZÚÑIGA, D. y CANO, R. (2016). Calidad de vida de personas con discapacidad intelectual en centros de formación laboral. Avances en Psicología Latinoamericana, 34(1), 175-186. https://doi.org/10.12804/apl34.1.2016.12
CASTRO, L., CERDA, G., VALLEJOS, V., ZÚÑIGA, D. y CANO, R. (2016). Quality of life of people with intellectual disabilities at vocational training schools/Qualidade de vida de pessoas com deficiência intelectual em centros de formação laboral. Colombia, 34(1), 175-186. https://doi.org/10.12804/apl34.1.2016.12
EISENMAN, L. T., FARLEY-RIPPLE, E., CULNANE, M. y FREEDMAN, B. (2012). Rethinking social network assessment for students with intellectual disabilities (ID) in postsecondary education. Journal of Postsecondary Education and Disability, 26(4), 367-384. Recuperado de https://eric.ed.gov/?q=social+network+analysis+education&id=EJ1026910
FLÓREZ MUÑOZ, V. R., GONZÁLEZ SALAMANCA, R. del P. e ISAZA de GIL, G. (2015). Desesperanza aprendida: categoría emergente de los docentes frente a la inclusión educativa. Plumilla Educativa, 16(2), 202-220. https://doi.org/10.30554/plumillaedu.16.1605.2015
GÓMEZ, L. E., SCHALOCK, R. L. y VERDUGO, M. Á. (2021). A new paradigm in the field of intellectual and developmental disabilities: characteristics and evaluation. Psicothema, 33(1), 28-35. https://doi.org/10.7334/psicothema2020.385
GÓMEZ, L. E., VERDUGO, M. Á. y ARIAS, B. (2010). Calidad de vida individual: avances en su conceptualización y retos emergentes en el ámbito de la discapacidad. Psychology, 18, 47011-47011.
GRIGAL, M., HART, D. y MIGLIORE, A. (2011). Comparing the transition planning, postsecondary education, and employment outcomes of students with intellectual and other disabilities. Career Development for Exceptional Individuals, 34(1), 4-17. https://doi.org/10.1177/0885728811399091
GRIGAL, M., HART, D. y WEIR, C. (2012). A survey of postsecondary education programs for students with intellectual disabilities in the United States. Journal of Policy and Practice in Intellectual Disabilities, 9(4), 223-233. https://doi.org/10.1111/jppi.12012
KAYA, C. (2018). Demographic variables, vocational rehabilitation services, and employment outcomes for transition-age youth with intellectual disabilities. Journal of Policy and Practice in Intellectual Disabilities, 15(3), 226-236. https://doi.org/10.1111/jppi.12249
KEITH, K. D. y BONHAM, G. S. (2005). The use of quality of life data at the organization and systems level. Journal of Intellectual Disability Research, 49(10), 799-805. https://doi.org/10.1111/j.1365-2788.2005.00755.x
KLEINERT, H. L., JONES, M. M., SHEPPARD-JONES, K., HARP, B. y HARRISON, E. M. (2012). Students with intellectual disabilities going to college? Absolutely! TEACHING Exceptional Children, 44(5), 26-35. https://doi.org/10.1177/004005991204400503
KOOP, F. (2019). Estudio mujeres con discapacidad intelectual por la igualdad de género. Canarias, España.
KOOP, F., RODRÍGUEZ, A y SENTÍS, A. (2018). La historia sólo cuenta una parte de nosotras. Estudio género y discapacidad intelectual o del desarrollo. Plena inclusión Canarias.
LEE, C. E., DAY, T. L., CARTER, E. W. y TAYLOR, J. L. (2021). Examining growth among college students with intellectual and developmental disability: a longitudinal study. Behavior Modification, 45(2), 324-348. https://doi.org/10.1177/0145445520982968
LUCÍA, I. A. y Von FURSTENBERG LETELIER, M. T. (2011). Implementación de un programa de inclusión a la educación superior de jóvenes con necesidades educativas especiales por discapacidad cognitiva en la Universidad Andrés Bello. Perspectiva Educacional, 51(2), 69-87.
McCARRON, M., McCALLION, P., CARROLL, R., BURKE, E., CLEARY, E., McCAUSLAND, D., … SHIVERS, C. (2014). Advancing years, different challenges: Wave 2 IDS-TILDA findings on the ageing of people with an intellectual disability. Recuperado de https://www.idstilda.tcd.ie
MILLER, K., SCHLEIEN, S., WHITE, A. y HARRINGTON, L. (2018). “Letting Go”: parent perspectives on the outcomes of an inclusive postsecondary education experience for students with developmental disabilities. Journal of Postsecondary Education and Disability, 31(3), 267-285.
MINISTERIO DE PLANIFICACIÓN. CHILE. (2010). Ley 20.422. Biblioteca del Congreso Nacional §.
MITTLER, P. (2015). The UN Convention on the Rights of Persons with Disabilities: implementing a paradigm shift. Journal of Policy and Practice in Intellectual Disabilities, 12(2), 79-89. https://doi.org/10.1111/jppi.12118
NEUBERT, D. A. y MOON, M. S. (2006). Postsecondary settings and transition services for students with intellectual disabilities. Models and Research, 39(4).
O’BRIEN, P. y BONATI, M. (2019). From institutionalisation to inclusion. En P. O’BRIEN, M. BONATI, F. GADOW y R. SLEE (Eds.), People with intellectual disability experiencing university life. Theorical underpinnings, evidence and lived experience (pp. 3-19). Brill Sense.
O’DONOVAN, M. A. (2021). The elusive inclusive university: what does this look like for students with intellectual disability? An Irish perspective. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 68-74. https://doi.org/10.1111/jppi.12375
PLOTNER, A. J. y MARSHALL, K. J. (2015). Postsecondary education programs for students with an intellectual disability: facilitators and barriers to implementation. Intellectual and Developmental Disabilities, 53(1), 58-69. https://doi.org/10.1352/1934-9556-53.1.58
PROHN, S. M., KELLEY, K. R. y WESTLING, D. L. (2018). Students with intellectual disability going to college: what are the outcomes? A pilot study. Journal of Vocational Rehabilitation, 48(1), 127-132. https://doi.org/10.3233/JVR-170920
SCHALOCK, R. L. (2009). La nueva definición de discapacidad intelectual, apoyos individuales y resultados personales. Siglo Cero, 229, 22-39.
SCHALOCK, R. L. y VERDUGO, M. Á. (2007). El concepto de calidad de vida en los servicios y apoyos para personas con discapacidad intelectual. Siglo Cero, 38(4), 21-36.
SCHALOCK, R. L. y VERDUGO, M. Á. (2016). Calidad de vida. Manual para profesionales de la educación, salud y servicios sociales. Alianza Editorial.
SCHALOCK, R. L. y VERDUGO, M. Á. (2019). International developments influencing the field of intellectual and developmental disabilities. En K. D. KEITH (Ed.), Cross-cultural psychology: contemporary themes and perspectives (pp. 309-323). Wiley-Blackwell. https://doi.org/10.1002/9781119519348.ch14
Van LOON, J. (2009). Un sistema de apoyos centrado en la persona. Mejoras en la calidad de vida a través de los apoyos. Siglo Cero, 40(1), 40-53.
VEGA, V., JENARO, C., FLORES, N., CRUZ, M. y LERDO, A. (2013). Evaluación de la calidad de vida de adultos con discapacidad intelectual institucionalizados en Chile. Universitas Psychologica, 12(2), 471-481. https://doi.org/10.11144/Javeriana.UPSY12-2.ecva
VERDUGO, M. Á., GÓMEZ, L. E. y ARIAS, B. (2009). Evaluación de la calidad de vida en personas mayores: la Escala FUMAT. Recuperado de https://sid.usal.es/idocs/F8/FDO23248/herramientas_4.pdf
VERDUGO, M. Á., GÓMEZ, L., ARIAS, B. y NAVAS, P. (2012). Evidencias de validez del modelo de calidad de vida de ocho dimensiones y aplicación integral en distintos países. En M. Á. VERDUGO, R. CANAL, M. BADIA y A. L. AGUADO (Eds.), Aplicación del paradigma de calidad de vida a la intervención con personas con discapacidad desde una perspectiva integral (pp. 11-26). Publicaciones INICO.
VERDUGO, M. Á., GÓMEZ, L. E., ARIAS, B., SANTAMARÍA, M., CLAVERO, D. y TAMARIT, J. (2013). Escala INICO-FEAPS: Evaluación Integral de la Calidad de Vida de Personas con Discapacidad Intelectual o del Desarrrollo. Recuperado de https://sid.usal.es/idocs/F8/FDO26363/Herramientas 7_2013.pdf
VERDUGO, M. Á. y NAVAS, P. (2017). Todos somos todos. Editado por Plena inclusión España con el apoyo del Real Patronato sobre Discapacidad..
VINOSKI, T. E., SCHRAM, B. M. y CRIMMINS, D. (2020). College as community for students with intellectual disabilities. The Journal of Legal Medicine, 40(1), 53-61. https://doi.org/10.1080/01947648.2020.1731332
WANG, M., SCHALOCK, R. L., VERDUGO, M. Á. y JENARO, C. (2010). Examining the factor structure and hierarchical nature of the quality of life construct. American Journal on Intellectual and Developmental Disabilities, 115(3), 218-233. https://doi.org/10.1352/1944-7558-115.3.218
WESTLING, D. L., KELLEY, K. R., CAIN, B. y PROHN, S. (2013). Division on autism and developmental disabilities college students’ attitudes about an inclusive postsecondary education program for individuals with intellectual disability. Education and Training in Autism and Developmental Disabilities, 48(3), 306-319.
WHIRLEY, M. L., GILSON, C. B. y GUSHANAS, C. M. (2020). Postsecondary education programs on college campuses supporting adults with intellectual and developmental disabilities in the literature: a scoping review. Career Development and Transition for Exceptional Individuals, 43(4), 195-208. https://doi.org/10.1177/2165143420929655
Contesse Carvacho, P., Pineda Herrero, P., & Sanahuja Gavaldà, J. M. (2022). University and Intellectual Disability: Contributions to Quality of Life According to the Perceptionsof Students and Parents in a Chilean Context. Siglo Cero, 53(3), 29–52. https://doi.org/10.14201/scero2022532952
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