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A Dificuldade Intelectual e Desenvolvimental (DID) é uma Necessidade Educativa Especial (NEE) de caráter permanente. Embora inicialmente concebida apenas como um quociente de inteligência abaixo da média, a definição atual de DID considera também a existência de limitações ao nível do comportamento adaptativo. Deste modo, a DID deixou de ser perspetivada como uma característica da pessoa, passando a ser vista como uma característica da interação desta com o contexto onde está inserida e, consequentemente, valorizados os apoios necessários à sua plena inclusão escolar, social e profissional.
Associado a este novo paradigma, e na sequência desta nova abordagem, aparece o conceito de qualidade de vida (QV), funcionando como uma linha orientadora da intervenção.
Assim, o presente trabalho teve como principais objetivos: examinar a validade e a fiabilidade da Escala Pessoal de Resultados-Crianças e Jovens (EPR-CJ); e conhecer, na perspetiva das crianças e jovens com DID e dos respetivos profissionais de educação, as perceções sobre a QV desta população.
Através de uma investigação quantitativa, descritiva, correlacional e transversal, em que foram inquiridos 54 crianças e jovens com DID e 54 profissionais de educação, foi possível, por um lado, confirmar a validade e a fiabilidade da EPR-CJ e, por outro, verificar que na perspetiva das crianças e jovens com DID e ao se compararem os oito domínios da EPRC-CJ entre si, é na dimensão da Autodeterminação que apresentam valores menos elevados da sua QV, sendo no domínio do Bem-Estar Emocional que os valores são superiores. Em contrapartida, na perspetiva dos profissionais de educação, a QV das crianças e jovens com DID é menor no domínio do Desenvolvimento Pessoal e melhor no Bem-Estar Físico.
Intellectual and Developmental Difficulty (DID) is a permanent Special Educational Need (SEN). Although initially conceived only as a below-average intelligence quotient, the current definition of DID also considers the existence of limitations at the level of adaptive behavior (CA). In this way, DID is no longer perceived as a characteristic of the person, and is seen as a characteristic of the interaction of the person with the context where it is inserted and, consequently, the necessary support for their full inclusion in school, social and professional. Associated with this new paradigm, and following this new approach, the concept of quality of life (QOL) appears, functioning as a guideline in the intervention. Thus, the main objectives of this study were: to examine the validity and reliability of the Personal Outcomes Scale-Children and Young People (EPR-CJ); and to understand, from the perspective of children and youth with DID and their respective education professionals, the perceptions about the QOL of this population. Through a quantitative, descriptive, correlational and cross-sectional investigation, in which 54 children and youngsters with DID and 54 education professionals were surveyed, it was possible, on the one hand, to confirm the validity and reliability of the EPR-CJ and, on the other hand, in the perspective of children and youngsters with DID and when comparing the eight domains of the EPR-CJ with each other, it is in the dimension of Self-Determination that they have lower values of their QOL, and in the field of Emotional Well-Being that the values are higher. On the other hand, from the perspective of education professionals, the QOL of children and young people with DID is lower in Personal Development and better in Physical Well-being.
Intellectual and Developmental Difficulty (DID) is a permanent Special Educational Need (SEN). Although initially conceived only as a below-average intelligence quotient, the current definition of DID also considers the existence of limitations at the level of adaptive behavior (CA). In this way, DID is no longer perceived as a characteristic of the person, and is seen as a characteristic of the interaction of the person with the context where it is inserted and, consequently, the necessary support for their full inclusion in school, social and professional. Associated with this new paradigm, and following this new approach, the concept of quality of life (QOL) appears, functioning as a guideline in the intervention. Thus, the main objectives of this study were: to examine the validity and reliability of the Personal Outcomes Scale-Children and Young People (EPR-CJ); and to understand, from the perspective of children and youth with DID and their respective education professionals, the perceptions about the QOL of this population. Through a quantitative, descriptive, correlational and cross-sectional investigation, in which 54 children and youngsters with DID and 54 education professionals were surveyed, it was possible, on the one hand, to confirm the validity and reliability of the EPR-CJ and, on the other hand, in the perspective of children and youngsters with DID and when comparing the eight domains of the EPR-CJ with each other, it is in the dimension of Self-Determination that they have lower values of their QOL, and in the field of Emotional Well-Being that the values are higher. On the other hand, from the perspective of education professionals, the QOL of children and young people with DID is lower in Personal Development and better in Physical Well-being.
Descrição
Palavras-chave
Dificuldade intelectual e desenvolvimental Qualidade de vida Avaliação Validade Fiabilidade Intellectual and developmental disability Validity Reliability Quality of life