Impact of the Quality of Life Supports Model on the inclusion of students with disabilities in higher education: A scoping review.

Autor: Gonzalo Ó; Institute for Community Inclusion (INICO), University of Salamanca, Spain. Electronic address: oscargonzalo@usal.es., Heras I; Institute for Community Inclusion (INICO), University of Salamanca, Spain. Electronic address: senisareh@usal.es., Castillo JL; Institute for Community Inclusion (INICO), University of Salamanca, Spain; Department of Personality, Assessment, and Psychological Treatments, Faculty of Psychology, University of Salamanca, Spain. Electronic address: joseluiscastilloladeras@usal.es., Meza C; Institute for Community Inclusion (INICO), University of Salamanca, Spain. Electronic address: cuaumeza@usal.es., Verdugo MÁ; Institute for Community Inclusion (INICO), University of Salamanca, Spain; Department of Personality, Assessment, and Psychological Treatments, Faculty of Psychology, University of Salamanca, Spain. Electronic address: verdugo@usal.es.
Jazyk: angličtina
Zdroj: Research in developmental disabilities [Res Dev Disabil] 2024 Nov; Vol. 154, pp. 104850. Date of Electronic Publication: 2024 Oct 10.
DOI: 10.1016/j.ridd.2024.104850
Abstrakt: Background: The Quality of Life Supports Model (QOLSM) is a well-suited framework for enhancing the inclusion of students with disabilities in higher education. No research aimed at assessing its impact has been identified.
Aims: This review aims to map the scientific literature to assess the current impact of QOLSM on higher education.
Methods and Procedures: A Scoping Review of educational practices, policies, and cultures aimed at enhancing the quality of life for students with disabilities was conducted. Databases from EBSCOHost, ProQuest, and Scielo were employed to identify studies written in English or Spanish from 1978 to 2023. Four independent reviewers screened results for inclusion.
Outcomes and Results: Out of 5361 records, 21 met the inclusion criteria. Students with developmental disabilities are the primary recipients of Quality-of-life support strategies. The reported educational practices were poorly aligned with the disability rights framework, the social-ecological model of disability, and the multidimensional Quality-of-Life construct. Specialized supports and mainstream settings were more common than generic supports and segregated settings.
Conclusions and Implications: This review highlights the currently limited impact of the QOLSM in fostering the inclusion of students with disabilities in higher education. Conducting a systematic review or meta-analysis is not recommended at this stage.
Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
(Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)
Databáze: MEDLINE
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