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Learning Objective 1: The learner will be able to describe the quality of life between children with or without intellectual disabilities.
Learning Objective 2: The learner will be able to understand the methods for conducting concurrent validity of an instrument.
Methods: A cross-sectional survey was conducted June to July 2010. Parents of school-aged children (n=246) were recruited from two special schools for children with intellectual disabilities and three conventional schools. The 23-item Pediatric Quality of Life (PedsQoL) Generic Core Scales was completed by the parents to assess children’s health related quality of life.
Results: Among the 246 parents who completed the PedsQoL, 55 (22.4%) were with children from special schools, and 191 (77.6%) from conventional schools. When compared with the 191 children (WID), 55 children from special schools (ID) were more likely to be reported with poor physical functioning, (mean diff: 0.83, t=9.0; p<0.000), emotional functioning (mean diff: 0.47, t=4.66; p<0.000), social functioning (mean diff: 1.6, t=15.55; p<0.000); school functioning (mean diff: 0.84, t=8.72; p<0.000), and an overall health-related quality of life (mean diff: 0.92, t=12.09; p<0.000). These findings are consistent with findings among children with intellectual disabilities and other chronic diseases.
Conclusion: Parents of children with intellectual disabilities perceive their children with poorer quality of life. While these children with intellectual disabilities required special support from health care professionals, their parents who experience extra burden in caring of their children’s special needs, could also benefit from support provided from health care professionals.