The sequelae and the disability and dependence that follow an acquired brain injury (ABI) may result in a significant reduction in the quality of life (QoL) of those affected. The objective was to assess the QoL of a sample of Spanish patients with an ABI and analyze the influence of certain sociodemographic and injury-related variables on their QoL. The sample comprised 421 adults (60% male; M _age = 53.12; SD = 14.87). Professionals and relatives assessed the patients' QoL through the CAVIDACE scale, an ABI-specific tool based on the eight-domain QoL model. Univariate analyses showed statistically significant differences in the QoL scores in several sociodemographic (age, civil status, education level, prior employment status, type of home, level of supports, loss of legal capacity, recognized dependence, and degree of dependence) and injury-related (time since the injury, location of the injury, and presence of post-traumatic amnesia) variables. The multiple linear regression showed that loss of legal capacity, time since the injury, prior employment status, location of the injury, and degree of dependence were significant QoL predictors. These findings provide knowledge for the development of programs aimed at reducing the negative impact of ABI on QoL.

Background: Students with intellectual disability need good practices under holistic approaches regarding assessment and intervention for guaranteeing their right for inclusive education. These practices are settled in Spain by the state-level educational policies which are specified via the regulations developed by each autonomous community. The variety of regulations existing, demands its individualized and critic review with the aim of knowing if regulations offer scientifically-updated frameworks that support the decision making-process. Method: state-level educational policies and their developments in the regulations-in-force in each autonomous community that regulate attention to diversity have been analyzed using a checklist that includes the variables that define each stage of attention to diversity process and also the research-based models for assessment and intervention within the field of intellectual disability. Results: the attention to diversity aims assessment and intervention at organizational and curricular aspects and there is a lack of strategies regarding assessment and intervention in self-determination and quality of life, which are transcendental in the inclusion of students with intellectual disability. Conclusions: understanding of special educational needs in the regulations and the lack of developments related to the UN Convention on the Rights of Persons with Disabilities are barriers for inclusive practices regarding students with intellectual disability, being necessary adopting scientifically-based models of assessment and intervention in the development of legal frameworks that guarantee the inclusion and are aimed at the full development and improvement of quality of life of students with intellectual disability.