The Development of the “Checklist for Life Skills Educational Assessment” (CLSEA)
Students with developmental disabilities constitute a heterogeneous group with significant difficulties in adaptive behavior. It is expected that educational programs are equipped with the appropriate resources to support students and promote their skills related to adaptive behavior, such as life s...
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MDPI AG
2025-04-01
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| Series: | Education Sciences |
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| author | Anastasia Vlachou Panayiota Stavroussi Eleni Andreou Anastasia Toulia |
| author_facet | Anastasia Vlachou Panayiota Stavroussi Eleni Andreou Anastasia Toulia |
| author_sort | Anastasia Vlachou |
| collection | DOAJ |
| description | Students with developmental disabilities constitute a heterogeneous group with significant difficulties in adaptive behavior. It is expected that educational programs are equipped with the appropriate resources to support students and promote their skills related to adaptive behavior, such as life skills. A critical issue for the development and implementation of appropriate educational interventions in the domain of life skills is the availability and use of reliable yet inclusive assessment procedures. The present study focused on the development of a new instrument (Checklist for Life Skills Educational Assessment—CLSEA), which aims at a systematic assessment of the life skills of a student with a developmental disability and the determination of individual life skill profiles. The checklist was completed by the teachers of 339 students with developmental disabilities aged 7 to 18 years. The procedure and the main steps of the instrument’s construction are presented along with the results of validation analyses. The checklist includes three sections corresponding to main fields of functioning: a. daily living skills; b. personal–social skills; and c. prevocational–vocational skills. Exploratory factor analysis was conducted for each section separately, and the results indicated a number of interpretable factors with satisfactory reliability. Current perspectives on the characteristics and purposes of quality assessment procedures in the context of designing appropriate inclusive interventions for enhancing students’ skills are discussed. |
| format | Article |
| id | doaj-art-ec2dffaf075749368158179fbd2b113c |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-ec2dffaf075749368158179fbd2b113c2025-08-20T01:56:19ZengMDPI AGEducation Sciences2227-71022025-04-0115555610.3390/educsci15050556The Development of the “Checklist for Life Skills Educational Assessment” (CLSEA)Anastasia Vlachou0Panayiota Stavroussi1Eleni Andreou2Anastasia Toulia3Department of Educational Studies, National and Kapodistrian University of Athens, Zografou, 15773 Athens, GreeceDepartment of Special Education, University of Thessaly, Argonafton and Filellinon, 32221 Volos, GreeceDepartment of Primary Education, University of Thessaly, Argonafton and Filellinon, 32221 Volos, GreeceDepartment of Special Education, University of Thessaly, Argonafton and Filellinon, 32221 Volos, GreeceStudents with developmental disabilities constitute a heterogeneous group with significant difficulties in adaptive behavior. It is expected that educational programs are equipped with the appropriate resources to support students and promote their skills related to adaptive behavior, such as life skills. A critical issue for the development and implementation of appropriate educational interventions in the domain of life skills is the availability and use of reliable yet inclusive assessment procedures. The present study focused on the development of a new instrument (Checklist for Life Skills Educational Assessment—CLSEA), which aims at a systematic assessment of the life skills of a student with a developmental disability and the determination of individual life skill profiles. The checklist was completed by the teachers of 339 students with developmental disabilities aged 7 to 18 years. The procedure and the main steps of the instrument’s construction are presented along with the results of validation analyses. The checklist includes three sections corresponding to main fields of functioning: a. daily living skills; b. personal–social skills; and c. prevocational–vocational skills. Exploratory factor analysis was conducted for each section separately, and the results indicated a number of interpretable factors with satisfactory reliability. Current perspectives on the characteristics and purposes of quality assessment procedures in the context of designing appropriate inclusive interventions for enhancing students’ skills are discussed.https://www.mdpi.com/2227-7102/15/5/556students with developmental disabilitieslife skillschecklisteducational assessmentinclusive education |
| spellingShingle | Anastasia Vlachou Panayiota Stavroussi Eleni Andreou Anastasia Toulia The Development of the “Checklist for Life Skills Educational Assessment” (CLSEA) Education Sciences students with developmental disabilities life skills checklist educational assessment inclusive education |
| title | The Development of the “Checklist for Life Skills Educational Assessment” (CLSEA) |
| title_full | The Development of the “Checklist for Life Skills Educational Assessment” (CLSEA) |
| title_fullStr | The Development of the “Checklist for Life Skills Educational Assessment” (CLSEA) |
| title_full_unstemmed | The Development of the “Checklist for Life Skills Educational Assessment” (CLSEA) |
| title_short | The Development of the “Checklist for Life Skills Educational Assessment” (CLSEA) |
| title_sort | development of the checklist for life skills educational assessment clsea |
| topic | students with developmental disabilities life skills checklist educational assessment inclusive education |
| url | https://www.mdpi.com/2227-7102/15/5/556 |
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