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Communication Support Needs in Adults with Intellectual Disabilities and Its Relation to Quality of Life

Author

Listed:
  • Juan Carlos García

    (Fundación Grupo AMÁS Social, 28914 Madrid, Spain)

  • Emiliano Díez

    (Institute for Community Inclusion (INICO), University of Salamanca, 37005 Salamanca, Spain)

  • Dominika Z. Wojcik

    (Institute for Community Inclusion (INICO), University of Salamanca, 37005 Salamanca, Spain)

  • Mónica Santamaría

    (Institute for Community Inclusion (INICO), University of Salamanca, 37005 Salamanca, Spain
    Faculty of Education, Universidad Pontificia de Salamanca, 37002 Salamanca, Spain)

Abstract

Research suggests that individuals with intellectual disabilities (ID) experience difficulties in communication, ranging from intelligibility issues to more severe problems in the use and comprehension of spoken, written or sign language. Despite the negative effects that the inability to communicate have on quality of life (QoL), not much research has explored the relationship between communicative competence and QoL in the adult population with ID. The aim of this study was to describe the global communication profile of a sample of 281 adults with ID recruited from Grupo AMÁS Social Foundation, who differed in their level of communication support needs (CSN). The relationships between communicative competence and CSN with QoL were further examined. The results showed lower QoL indices for those participants characterized by their limited use of discourse and inability to exhibit certain communicative purposes, with the largest differences in the dimensions of self-determination, social inclusion, interpersonal relationships, emotional wellbeing and personal development. Overall, low levels of QoL were found for all participants, with even lower scores for the group identified as having CSN. A multiple regression model revealed that having speech/discourse competence is a powerful predictor of QoL, along with the level of disability and having the communicative competences to express likes and preferences or to establish new relationships. This clear relationship between communication and QoL is an important argument for disability support services when it comes to setting communication supports as a priority and as an important preventive step towards the protection of those at risk of exclusion.

Suggested Citation

  • Juan Carlos García & Emiliano Díez & Dominika Z. Wojcik & Mónica Santamaría, 2020. "Communication Support Needs in Adults with Intellectual Disabilities and Its Relation to Quality of Life," IJERPH, MDPI, vol. 17(20), pages 1-16, October.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:20:p:7370-:d:425386
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    References listed on IDEAS

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    1. Friedrich, Sarah & Pauly, Markus, 2018. "MATS: Inference for potentially singular and heteroscedastic MANOVA," Journal of Multivariate Analysis, Elsevier, vol. 165(C), pages 166-179.
    2. Nele Van Hecke & Claudia Claes & Wouter Vanderplasschen & Jessica De Maeyer & Nico De Witte & Stijn Vandevelde, 2018. "Conceptualisation and Measurement of Quality of Life Based on Schalock and Verdugo’s Model: A Cross-Disciplinary Review of the Literature," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 137(1), pages 335-351, May.
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    Cited by:

    1. Johanna Eisinger & Magdalena Dall & Jason Fogler & Daniel Holzinger & Johannes Fellinger, 2022. "Intellectual Disability Profiles, Quality of Life and Maladaptive Behavior in Deaf Adults: An Exploratory Study," IJERPH, MDPI, vol. 19(16), pages 1-11, August.
    2. Kofi Opoku, Emmanuel & Peprah Opoku, Maxwell & Frimpomaa, Lilian & Nketsia, William & Kwadwo Wisdom, Mprah & Akoto, Yaw & Safi, Mohammed, 2023. "Understanding adults with communication disorders in Ghana: Accessing rehabilitation and support systems," Social Science & Medicine, Elsevier, vol. 336(C).
    3. María-Teresa del-Olmo-Ibáñez & María-Fernanda Medina-Beltrán & José Rovira-Collado, 2023. "Perception of Future Spanish Primary Education Teachers on Their Multicultural and Multilingual Competencies and the Sustainability of the Educational System," Sustainability, MDPI, vol. 15(17), pages 1-12, August.

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