Purpose:The purpose of the co-development project was to create a tool that enhances children's active participation and agency in rehabilitation and in everyday life. Materials and methods: Action research was the methodological approach. Participants in the different phases of the process (2015-2017) were children with disabilities, parents and rehabilitation professionals. The co-development process included: 1) designing the tool's first version, 2) piloting the tool, 3) evaluating the tool by collecting feedback and reflection, 4) generating the tool's final version. Results: Through the co-development process, an accommodating and digital tool called the CMAP Book -a description of the child's meaningful activities and participation -was developed. The CMAP Book is used with an electronic app enabling the identification and description of what is meaningful in daily life from the child's perspective with videos, photos, pictures, recording and writing. The tool enables the child, family and professionals to prepare and build collaboration in rehabilitation with flexibility according to child and family needs. Conclusions: Use of the CMAP Book promotes the active involvement of the child and parents in designing the rehabilitation process in daily life in partnership with professionals. The stakeholder involvement in the codevelopment facilitated meaningful results and a concrete tool for rehabilitation.

This study was part of the LOOK project (2014)(2015)(2016)(2017), which aimed to develop new rehabilitation practices to strengthen children's participation and agency. The project was managed by Metropolia University of Applied Sciences in collaboration with the Central Union for Child Welfare and was funded by the Social Insurance Institution of Finland (Kela). We extend our thanks to the LOOK project participants, and the children and families who took part in this study.

Purpose: Collaboration between parents and professionals is essential to enable participation of children with disabilities. Participation is a widely researched topic in pediatric rehabilitation, and evidence for it providing opportunities for involvement and a sense of belonging in community and in larger society exists. There are, however, less research results on how collaboration builds participation pertaining to involvement in life situations. In collaboration with parents, therapists and teachers, the aim of the study was to describe factors that (a) promote and (b) prevent participation in life situations for school-aged children with disabilities, working towards participation in adulthood. Methods: The study applied a qualitative research design. The data was collected during the 2015–2016 academic year with five focus-group interviews by sampling procedure. The study involved five parents of children with disabilities, three therapists and two teachers. The research data was analyzed by inductive content analysis. Results: The results identified thirteen factors that promote child participation, with an emphasis on taking the child’s individuality into account. There were three barriers, which focused on attitudes or technical issues. Conclusions: The results suggest that collaboration on child-related factors has been well identified and implemented, but collaboration on enabling environmental factors needs to be developed. The results can be utilized to design what adults’ collaboration should focus on in promoting child participation.