Introduction:
After reviewing the article of Janssen, the study explained about the large discrepancies have been found between the quality of life experienced by the clients with the intellectual disabilities and described by the caregivers. Here the intellectual disabilities refer to the knowledge management with respect to education and the quality of life determines the social awareness. This research is regulated by the ethical standards followed by professional caregivers. Moreover, educational ethics has become structured with values and morals pointing out what are the differences from behavioral rules. This paper emphasized the importance of cares and diligence provided to the client with intellectual disabilities. It also deals with values which comprises set of rules to be followed by people. Ethics and ethical behavior belongs to all and are no less prevalent or important in education. Furthermore, the psychological processes which explain the lack of concordance and deal with the stress by dissonance. It also highlights the conceptualization of discrepancies between the client and caregivers. Social investigation is minimal physical risk and focused on confidentiality of information. Hence, investigation has been conducted only with the participants realized in the social science.
This study evaluates the dissonance and adaptations by the respective areas. The main objective of this study is to evaluate the perception of client and caregiver based on quality of life are concordant. In order to prove this, the perspectives of dissonance, adaptation, deprivation across the domain of life will be evaluated. Furthermore, the qualitative method has been used to evaluate the particular results by conducting interviews. Only the caregivers and clients were participated in this study to determine the perception on quality of life. By applying Olson and Schober framework, how the clients falling in the personal characteristics with respect to the parameters of care has been determined.
Method:
This section covers the discussion of ethical and data procedures of the client and caregivers in various profession. The operationalization of the quality of life has been analyzed with respect to know about nature of respondents. If the particular participant loses the detachment, then the analysis of the situation will be estimated. During the observation, the residential facilities with well-trained care givers are participated (Janssen, Schuengel, & Stolk, 2005). The participants are categorized into personal, physical, material, recreational, school, work and participation in society.
Questionnaire:
During interviews, the participants have great flexibility in gathering information. The questionnaires were distributed to the caregivers by the contacts in the facilities. The caregivers are advised whether or not the clients could complete the instruments. The instrument was completed by clients and personal care givers. Because the parallel quality of life instrument given for care givers and clients. This quality of life has four dimensions. They are judgment from different perspective with respect to the person and his intellectual capabilities, domains of life, goals in life and norms in life and care provision. Regarding judgment, the caregivers can judge QOL by determining the basic needs are met and person can attain valuable goods. The domains in life can be divided into seven sectors namely relational, recreational, material, personal, physical, work and participation. The goals in life are development, freedom, social integration, emotional safety and physical. The norms in life are adequate combination of normalization and personalization.
Participants:
There are about two questionnaires with 300 items approximately. The number of participants are 355 along with the professional care givers and clients of different age. The grading points from 0 to 9 has been mentioned to rate the concept. The different age with various IQ level clients were participated. The person with intellectual disabilities from three residing facilities were also participated.
Research limitation:
The revelation of surveyed information may have a risk of the civil and criminal liability, poor interpretation of economic condition, reputation and employment. The research topic may be misdirected by various inappropriate questions. Some inappropriate questions were asked to caregivers who are not aware about the social and education perspective.
Research credibility:
The credible and reliable method of data collection is the key to ensure the successful completion of the research project. It is achieved through a well-designed questionnaire method. Based on the respondent results, the level of disability based on IQ test has been evaluated.
Data analysis:
Decision is made by obtaining the scale scores. The scores based on questionnaires were able to acquire the average score of quality of life. In most cases, the physical capabilities with profound intellectual disabilities is not applicable was captured. There is a version of low and high for caregivers and clients. The instrument of quality of life is computed by Olson and Schober framework. Deprivation is represented by low to low scores, wellbeing by high to high scores, dissonance by high low scores and adaptation by low to high scores.
The professional caregivers have the capability to make the structure of contents and understand the ability of individual clients. Some caregivers share their experiences and distract the perception gap where clients look caregivers as out of touch with the world.
Ethical issues:
The ethical issues found in the study is the issues of care by the caregivers and clients with intellectual disabilities. The two paradigms of scientific research in education and social science fields are having quantitative and qualitative approach and each does have special characteristics features to follow by researcher (Frazer & Kornhauser, 1986). In this study, the proxy problem persists in evaluating the level of intellectual disabilities with the quality of life. The youngest clients are asked to participants in this study. The person with ID completed with the client version of the questionnaire and it was filled with the help of parents (Janssen, Schuengel, & Stolk, 2005). The proxy subjective of quality of life could form an impediment where the personal values of the proxy respondents for instance in the sub domain sexuality. The human society has taken as the object of study to understand an attempt of human behavior, institutions within the society and relationship. The group of traditional basis of social science research approached on sociology, psychology, anthropology, economics, political science and law and there is not complete consensus on disciplines. A large number of various subfields emerged in the social science researches for human geography, cultural studies as well as business, communication, development and criminology studies purposes. Ethical behavior on social science becomes challenging as social science investigates all type of complex issues related to cultural legal, economic, and political phenomena and their complexity approached that social science research should concern with moral integrity for research process and findings are noted to be trustworthy or valid (Love, 2012).
A wide range of ethical issues is discussed in the social sciences in respect to educational researches. These are formed by certain standard ethical guidelines from its many disciplines such as informed consent, relation to peers, doing good, avoiding harm, confidentiality and research integrity. These related issues are similar in other scientific fields certainly in biomedicine. This was acknowledged by its nature and methodologies of social science and educational ethics in researches with concerned research participants to imply different types of ethical risks (Campillo, Sáez, & Sánchez, 2014). There are some difficulties in sufficiently reflect the child’s dissatisfaction with respect to independence. The clients are more dissatisfied with even minor deficiencies in autonomy. The parents are overestimate the child dissatisfaction with respect to instability in the team of professional caregivers. The IQ tests have been conducted to the clients with different ages. Based on the tests, the perspectives on quality of life will be evaluated.
The major ethical issues for social researchers are conducting fieldwork due to the security, pluralistic and cultural background. This state of affairs tends to make complication in research findings and become more difficult to get authorized permission from the local community and lead to delay in conducting research and create big impact. In some cases, researchers could find difficult to collect data by interview or questionnaire method in order to apply necessary approval on ethical behavior. Due to these issues, the environment accomplishes more difference in conducting researches between developing and developed countries in the world. Furthermore, there are some issues associated in determining the quality of life with intellectual disabilities with caregivers (Brown, Hatton & Emerson, 2013). They are issues in the health care, attitude of professional caregivers and material domain. The professional caregivers should understand the behavior of clients and facilitate the awareness of self-care and self-help skills. The recreational facilities which match the client capacities. On the other hand, the absence of recreational activities with non-handicapped people and centrally organized services.
Based on the quantitative research, realized process was discovered by stable natural laws and independent of people works. The objective of the approach is to reach reliable, precise, measurable, exact, and verifiable and would be objective observations in which educational and social sciences reflects same value of findings in natural science. The person with Intellectual Disabilities may resolve some issues related to the study which can be taken care by the professional caregivers. The research problem is being solved part by part. The student should learn better by meeting teachers in their needs. Caregivers make themselves available to guide their students in hard work manner (Janssen, Schuengel, & Stolk, 2005).
Research ethics:
Research ethics is used to involve in the evaluation of ethical behavior on education in which people are involved as participants during the research. The consideration of researcher is focused on the users of educational research. The research in education has two types of customers such as caregivers and clients. The researcher is expected to offer solutions for resolving the classroom problems. Policy maker expect the educational research to offer dependable database helpful in the execution of research and planning. The responsibility of the researcher tends to maintain the attention of policy makers towards the results (Humphreys, 1980).
If the researcher’s results are not incorporated, the community is facing the ethical challenges. With respect to the care issues, deprivation and adaptation are found in the institutional care with the large living groups. The clients have own personal caregiver continuity where the unpaid work are limited. The person with ID in residential care tends to adapt these insufficient care issues.
The researcher’s responsibility to make the society about the results to offers the process of change. The users are the people who are not engaged in the research process. The researcher’s duty is to make sure about the understanding of researchers. The research results may write in the language of customers. The research findings are perspective and tell the administrator to determine the options. The duty of the researcher to make it clear and the data from specific study to think about particular issue (Parker, Penhale, & Stanley, 2011).
The wellbeing of client is evident with the issues of healthcare, professional caregiver’s ad unpaid work for domains. The deprivation persists with respect to the integration of people with ID. Dissonance is evident in issues related to social with respect to the safety and security. The researchers should participate in the interpretations to make any conclusion in respect to the nature of results. Gathered data is responsible to the researcher and the emergence of situation happens in the study. The researcher is used to interpret the findings of the study but the freedom has been restricted. Regarding judgment, the caregivers can judge QOL by determining the basic needs are met and person can attain valuable goods.
The caregivers and client’s quality of life related to the personal characteristics of clients. The personal characteristics of clients with the strongest association by the perspectives on quality of life and there will be significant difference between. Both caregivers and clients deprived QOL need to be offered to clients with deprived life. The conceptualization of research ethics by the researchers will be sensitizing to the care issues. The education in research ethics should be able to help the researchers with the ethical dilemmas. It is important to consider the tools, principles, and methods in solving the dilemmas. Researchers should deal with distinct controversial topics like genetic engineering, stem cell research and the research involving human subjects that need ethical reflection. The main goal is to maximize the association between the day to day problems encountered by the researchers in the theories to solve the problem. It helps to understand the problems by increasing the collective consciousness (Bull, 2009). It is established by creating a social critique. The enhancement of social criticism has three specific parts namely theory, action and enlightenment. The main issues found in the study is issues of care and diligence. There are several issues in wellbeing, dissonance, deprivation and adaptation. Various issues with respect to these four perspectives like issues in health care, attitude of professional caregivers and material domain by wellbeing, the issues of privacy and training by deprivation, safety and autonomy issues by dissonance.
Result:
After analyzing the data, the association of personal characteristics with quality of life are less distinctive. Clients’ challenging behavior, level of functioning, psychological issues associated with quality of life of client and caregivers. The significant implication of the findings are the discrepancies between professional’s caregivers and clients reveal issues of care. The issues are related to freedom and physical safety. Because the client showed adaptation related to the inadequate availability of caregiver and integration. This will clearly indicate the ethics in both education and social science are always associated with the care provisions.
Conclusion:
Based on this research paper, the evaluation of quality of life client with the intellectual disabilities described by the caregivers have been formulated. Both education and social science ethics are related to the issues of care and concern. The researcher of determining the values and challenges of ethics in education and social science is ethical with respect to the behavior of participants (caregivers and youngest clients). Here the intellectual disabilities and cares given by caregivers are described as ethics in education and social science respectively. An important implication of researcher findings is that ethics and ethical behavior belongs to all and are no less prevalent or important in education. Social investigation is minimal physical risk and focused on confidentiality of information. Further research, the discrepancies between the caregivers and client perception of Quality of life need not be seen. It is important to derive the source of information for enhancing care provision has been formulated.
References
Brown, I., Hatton, C., & Emerson, E. (2013). Quality of Life Indicators for Individuals With Intellectual Disabilities: Extending Current Practice. Intellectual And Developmental Disabilities, 51(5), 316-332. http://dx.doi.org/10.1352/1934-9556-51.5.316
Bull, B. (2009). Policy implications of social justice in education. Ethics And Education, 4(2), 141-152. http://dx.doi.org/10.1080/17449640903326771
Campillo, M., Sáez, J., & Sánchez, M. (2014). Situational ethics and the professionalization of social education. Ethics And Education, 9(1), 3-15. http://dx.doi.org/10.1080/17449642.2014.890321
Frazer, M. & Kornhauser, A. (1986). Ethics and social responsibility in science education (1st ed.). Oxford: Published for the ICSU Press by Pergamon.
Gross, M. (1999). Ethics education and physician morality. Social Science & Medicine, 49(3), 329-342. http://dx.doi.org/10.1016/s0277-9536(99)00113-6
HUMPHREYS, L. (1980). Social Science: Ethics of Research. Science, 712-714. http://dx.doi.org/10.1126/science.712-b
Janssen, C., Schuengel, C., & Stolk, J. (2005). Perspectives on quality of life of people with intellectual disabilities: The interpretation of discrepancies between clients and caregivers. Quality Of Life Research, 14(1), 57-69. http://dx.doi.org/10.1007/s11136-004-1692-z
Love, K. (2012). Ethics in social research (1st ed.). Bingley, U.K.: Emerald.
Parker, J., Penhale, B., & Stanley, D. (2011). Research Ethics Review: Social Care and Social Science Research and the Mental Capacity Act 2005. Ethics And Social Welfare, 5(4), 380-400. http://dx.doi.org/10.1080/17496535.2011.594448
