Complete the grid on the following page by indicating:
- the types of support your school offers at the moment, if any, in relation to each area, and
- what your school potentially could offer in the future.
|Access to satisfactory medical care and medical related services|
|Supportive relatives, friends and neighbours|
|Access to respite care and day care if needed|
|Adequacy of financial resources|
|Availability of appropriate recreational facilities|
|Access to special equipment|
|Adequacy of available transport|
|Availability of an appropriate education|
Looking at ways to the improve quality of life of children and their families, shifts the focus from specifying and meeting the needs of a child to considering the way in which the child, the family, the school and the wider community can work together to ensure the best possible quality of life.
Such a perspective requires schools and external services, such as Children's Services, Health, housing and voluntary services, to work together effectively.
Brown, R., MacAdam-Crisp, J., Wang, M. and Iaroci, G. (2006) Family Quality of Life when there is a Child with a Developmental Disability. Journal of Policy and Practice in Intellectual Disabilities, 3(4), 238-245.
Seligman, M. and Darling, R. (2007) Ordinary Families, Special Children: Systems Approach to Childhood Disability, 3rd Edition. Guilford Press: New York.
Wang, M., Turnbull, A., Summers, J., Little, T., Poston, D., Mannan, H., Turnbull, R. (2004) Severity of Disability and Income as a Predictor of Parents' Satisfaction with their Family Quality of Life during Early Childhood Years, Research and Practice for Persons with Severe Disabilities, 29(2), 82-94.