To evaluate the psychometric properties and utility of the Quality of Life Index-Primary Education (QoLI-PE), developed for students with intellectual and developmental disabilities (IDD), for assessing the quality of life of students with autism in Chilean general schools.
Key Findings:
The second-order model of the QoLI-PE was the most plausible representation of quality of life, suggesting a need for targeted educational strategies.
All items in the QoLI-PE showed high and significant factor loadings.
Internal consistency was excellent across all domains.
Students scored highest in material well-being and rights, while self-determination, interpersonal relationships, and social inclusion were areas of concern.
Interpretation:
The QoLI-PE is a valid and reliable tool for assessing the quality of life of autistic students in Chile, supporting the need for tailored interventions to enhance their educational experience in line with recent educational laws.
Limitations:
The study is limited to a specific population in Chile, which may affect generalizability.
The reliance on key informants for assessments may introduce bias.
Cultural differences may impact the applicability of findings to other contexts.
Conclusion:
The QoLI-PE can inform strategies for improving the inclusion of students with autism in Chilean schools, aligning with recent educational laws.
