Purpose The construct of social participation is still not clearly defined. To reach a better understanding of social participation, the perspectives of adolescents must be taken into account. This study explores the adolescent concept of social participation and expands knowledge of the meaning of subjective components of the term. Methods Thirty-four semi-structured interviews were conducted with adolescents with and without physical disabilities or chronic diseases between the ages of 12 and 17 and analyzed according to grounded theory. Results Adolescents describe social participation as involving reflexive interaction with their social environment. Furthermore, forming a social environment plays an important role. All components of the concept are embedded in a context that influences the ways adolescents participate. Adolescents differentiate between active and passive forms of social participation. The concept of reflexive interaction is situated within an interdependent structure of components such as the “feeling of belonging” and the feeling of “well-being” among adolescents. Conclusion The results expand the current state of knowledge regarding the theoretical differentiation of social participation by exploring subjective components of the term. This offers the possibility of supplementing the theoretical frameworks of social participation and supports the understanding of the critical importance of social participation for adolescents.

ObjectivesThis study aimed to assess the theoretical framework regarding social participation from the perspectives of experts and parents of youth aged between 10 and 17 years, and therefore, provides new insights into the concept of social participation.DesignA qualitative study was conducted to understand the construct of social participation in more detail. Eight focus groups were held with experts (n=21) and parents (n=24) and analysed based on content analysis.ParticipantsWe used purposive and snowball sampling to obtain a comprehensive sample of (A) parents of adolescents with and without chronic and/or physical-motor impairments and (B) experts involved in participatory research and/or treatment of adolescents with chronic and/or physical-motor impairments. The final sample consisted of 3 focus groups with a total of 21 experts and 5 focus groups with 24 parents. This included 10 parents who had disabled children.ResultsThe concept of social participation consists of subjective and objective components. The focus from the experts’ perspective is clearly on the subjective level; that is, revolving around the question ‘Does the adolescent feel involved?’ In contrast, the parents’ focus is more on normative expectations. The possibility of participation in all areas of life through the adjustment of environmental factors was identified as a central factor.ConclusionsThe results underline the importance of the subjective feelings of adolescents, as well as the significance of normative requirements. To capture the subjective component of participation, suitable measurements are needed.Trial registration numberDRKS00014739.

ZusammenfassungTeilhabe und Partizipation werden in verschiedenen Fachdisziplinen thematisiert, wobei eine einheitliche Definition und Nutzung der Begriffe fehlen. Im Zuge der Neugestaltung der Eingliederungshilfe werden u. a. sozialgesetzliche Perspektiven auf Teilhabe und Partizipation, die eher den Rehabilitations- und Versorgungswissenschaften zuzuordnen sind, relevant für die inklusive Frühpädagogik. Diese werden in Verbindung mit der Internationalen Klassifikation der Funktionsfähigkeit, Behinderung und Gesundheit (ICF) vorgestellt und es werden Bezüge zu frühpädagogisch bedeutsamen Theoriediskursen und Forschungsständen hergestellt. Möglichkeiten der interdisziplinären Zusammenarbeit zur Teilhabeförderung in der inklusiven frühkindlichen Bildung und Frühförderung werden anhand der ICF aufgezeigt.

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Ein betätigungszentriertes Befunderhebungsinstrument für Vorschulkinder gibt es als Online-Kurs im Thieme Velag. Ergotherapeutin Carina Völlm hat sich die digitale Fortbildung genauer angeschaut.