241659 Use of Life Course Model to Prepare Children with Disabilities for Adult Life

Sunday, October 30, 2011

Daniel Mandel, PhD , Division of Human Development and Disability, Centers for Disease Control and Prevention, Atlanta, GA
Mark Swanson, MD, MPH , Division of Human Development and Disability NCBDDD, Centers for Disease Control and Prevention, Atlanta, GA
To prepare individuals with disabilities for adult life requires planning and intervention by parents and professionals. Children are entitled to a free and appropriate education. Child-oriented health care providers are available. Public insurance programs and parent-based insurance offer options to pay for health care. In contrast, adults lack access to education, inclusive employment, skilled health providers and in-home supports. The years of childhood are best used for acquisition of skills to prepare for successful adult life. A developmental, sequential approach is needed to map the trajectory to successful adult living and participation, starting in childhood and following key milestones across the life course. The ICF puts the notions of ‘health' and ‘disability' in a new light, shifting the focus from cause (e.g., diagnosis) to impact (e.g., function and participation). ICF takes into account the social aspects of disability by including contextual (environmental and personal) factors, with a goal of full participation in 3 key domains: Health self-management (exercise and nutrition, mobility, managing pain and other symptoms, seeking medical help, communication with doctors, use of medications, sleep) Interpersonal interactions and relationships Major life areas (education, work) The model, merging child development and ICF approaches, has been developed for chronic conditions affecting children. For persons with disabilities, it establishes a framework for the necessary services and supports to attain successful participation. By focusing on desired outcomes, rather than diagnoses and problems, this model encourages parents and health professionals to embrace and work toward positive functional outcomes: self-management, relationships and meaningful activities.

Learning Areas:
Chronic disease management and prevention
Implementation of health education strategies, interventions and programs
Systems thinking models (conceptual and theoretical models), applications related to public health

Learning Objectives:
Describe the Life Course Model developed at CDC and its usefulness in preparting young people with chronic conditions and disabilities for adult life

Keywords: Chronic Illness, Disability

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I work on Life Course issues in my role as health scientist at CDC
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.