Quality of life and vocational education service quality in students with intellectual disability

The aim of the study was to investigate the relation between subjective quality of life and quality of vocational education services from the view of students with intellectual disability who participate in public special vocational education schools in Greece. The level of quality of life and quali...

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Bibliographic Details
Published in:International journal of developmental disabilities 2022-01, Vol.68 (5), p.681-691
Main Authors: Georgiadou, Ioanna, Vlachou, Anastasia, Stavroussi, Panayiota
Format: Article
Language:English
Subjects:
Age Differences
Correlation
Educational Quality
Foreign Countries
Gender Differences
Institutional Characteristics
Intellectual disabilities
Intellectual Disability
Late Adolescents
Life Satisfaction
Participatory research
Quality assessment
Quality of Life
Quality of service
Self Determination
service quality
Services
Special Education
Student Attitudes
Student Characteristics
Students
Students with Disabilities
Vocational Education
Young Adults
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Summary:The aim of the study was to investigate the relation between subjective quality of life and quality of vocational education services from the view of students with intellectual disability who participate in public special vocational education schools in Greece. The level of quality of life and quality of special vocational education services was explored. The article presents a functional description of service quality in special vocational education and operationalizes quality of life for students with disability. Instruments were developed and adapted in line with the participatory research paradigm. Convenience sampling was used. Data was gathered from 131 students with intellectual disability. All measures showed good evidence of internal consistency and construct validity. The findings suggest relationship between quality of life and quality of special vocational education services received by students with intellectual disability. Low levels of self-determination are highlighted. Practical implications concerning the application of the instruments in special education settings as measures for the quality assessment and the evaluation of educational interventions are discussed.
ISSN:2047-3869
2047-3877
DOI:10.1080/20473869.2021.1887435