Perry, AdrienneBjornson, Sarah Elizabeth2024-11-072024-11-072023-12-112024-11-07https://hdl.handle.net/10315/42439Children with severe developmental disabilities (DD) are frequently excluded from research and little is known about their quality of life (QoL). Schools have integral roles in children’s lives. The present study sought to understand how school-related factors impact QoL for children with DD and their families. 171 parents of children with DD completed questionnaires about their children, themselves, their community, and their child’s school. Hierarchical multiple regression analyses were performed to understand the impact of these factors on child and family QoL. 123 parents responded to an open-ended question about their children’s education experiences and responses were analysed qualitatively. School satisfaction predicted QoL for both children and their families, over and above all other variables examined. Thus, there is not one single educational strategy that improves QoL for children with DD. Rather, QoL is positively impacted when strategies implemented are deemed by parents as meeting the needs of their children.Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.Developmental psychologyClinical psychologySpecial educationElectronic Thesis or Dissertation2024-11-07Developmental disabilityIntellectual disabilityQuality of lifeEducationSchool satisfaction