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Social policy and people with intellectual disabilities in Poland: enhancing quality of life?
- Authors:
- OTREBSKI Wojciech, NORTHWAY Ruth, MANSELL Ian
- Journal article citation:
- Journal of Learning Disabilities, 7(4), December 2003, pp.363-374.
- Publisher:
- Sage
The past decade has been a time of great political, social and economic change within Poland. Such changes have affected the lives of all citizens including those with an intellectual disability. However, within the English language literature there is little published concerning the impact of changes in social policy on this group of people and the extent to which their quality of life has been enhanced. This article thus considers the difficult relationship between quality of life and social policy, provides an overview of key policy developments within Poland (both general and disability specific), and outlines some ways in which they have impacted on the lives of people with intellectual disabilities. It is suggested that further research is required before clear conclusions can be drawn. Areas for service development and research are thus proposed.
Predictors of success and quality of life in people with borderline intelligence: the special school label, personal and social resources
- Authors:
- SZUMSKI Grzegorz, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(6), 2018, pp.1021-1031.
- Publisher:
- Wiley
Background: This longitudinal study examines the extent to which personal factors (intelligence and health status), social resources (family socioeconomic status, SES), special school placement and being labelled as a pupil with a disability in childhood predict subjective quality of life and objective life success 23 years later. Materials and Methods: The sample consisted of 49 individuals with borderline intellectual functioning (BIF), 21 of whom attended special schools and were labelled as having special educational needs; the remaining 28 attended regular schools and were not labelled in this way. Results: Parental SES predicted both subjective quality of life and objective successes in adult life. As hypothesized, the interaction between parental SES and placement in mainstream schools was associated with success in adulthood. Conclusion: The authors discuss the results in light of labelling theory. Implications for educational policies and the provision of support for families of children with BIF are also considered. (Edited publisher abstract)