Your study level

We've preselected "All levels" for you, but you can change your study level at any time by choosing one of the options on this menu. Changing your study level will return you to the beginning of the module.

Assessing your
Arriving on the school bus

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.

Opportunity Structures
Present support
New support
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
Support inside and outside of the school
two hands touching at the centre of the

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.

Find out more
a book with open leafs

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.