Module 3: Quality of Life as a Context for Developing Meaningful Education Programs
Summary
The intent of this model was to demonstrate how the Principles of Inclusion introduced in Module 2, influence and interact with our Philosophy of Practice and the Quality of Life Indicators. The following table shows the interplay of Inclusion Principles and Quality of Life Indicators and identifies which principles interact with which indicators.
| Quality of Life Indicators | ||||||
|---|---|---|---|---|---|---|
| Presence | Choice | Competence | Respect | Inclusion | ||
| Philosophy of Practice | Inviting | |||||
| Involving | ||||||
| Informing | ||||||
| Intention | ||||||
Each of these components of our practice weave together creating a tapestry we call Inclusion. Inclusion is what guides our practice of finding and developing meaningful educational opportunities for students with complex needs.
When creating opportunities for your students, ask yourself the following questions:
- Will developing this skill make the student present in their community?
- Will it give opportunities for choice?
- Will it provide expectation and opportunity to develop competence?
- Will it enhance their value and the respect they receive from others?
- Will it provide opportunities to make friends and develop a network of relationships?
Answering yes to these questions means you have created meaningful educational activities that will enhance the current and future quality of life for all of your students.
Key Points
- Education must be designed to enhance the current and future quality of life for each student
- The Quality of Life Indicators are the foundation for designing meaningful education programs for students with multiple disabilities and complex needs
- Being intentional in your practice is essential in each of the Quality of Life Indicators
Key Terms
- Choice
- Choice is defined as the experience of autonomy in everything from small everyday matters to larger decisions that may define your student’s life.
- Community Presence
- Presence is defined as the sharing of places and spaces. These shared places and spaces make up an individual’s community and essentially defines their lives.
- Competence
- Competence is defined as the ability to perform functional and meaningful activities with whatever level of support is required.
- Inclusion
- An active process of inviting, involving, and informing with intention that provides students with opportunities for belonging and contribution.
- Intention
- A commitment piece of inclusion. It is where you agree to do whatever it takes to make your students’ school experience a meaningful and inclusive one.
- Respect
- Respect embraces two definitions. Respect is elicited by the qualities, abilities, and achievements of another. Also, respect is the regard you have for another person’s feelings, wishes, rights, and traditions.
References and Resources
O’Brien, J. (1989). What’s worth working for? Leadership for better quality human services. Lithonia GA: Responsive Systems Associates.