Participation of Children with Disabilities in Taiwan: The Gap between Independence and Frequency

Abstract

BackgroundIndependence and frequency are two distinct dimensions of participation in daily life. The gap between independence and frequency may reflect the role of the environment on participation, but this distinction has not been fully explored.MethodsA total of 18,119 parents or primary caregivers of children with disabilities aged 6.0-17.9 years were interviewed in a cross-sectional nationwide survey with the Functioning Scale of the Disability Evaluation System - Child version (FUNDES-Child). A section consisting of 20 items measured the children’s daily participation in 4 environmental settings: home, neighborhood/community, school, and home/community. Higher independence and frequency restriction scores indicated greater limitation of participation in daily activities. Scores for independence, frequency and independence-frequency gaps were examined across ages along with trend analysis. ANOVA was used to compare the gaps across settings and diagnoses for children with mild levels of severity of impairment.FindingsA negative independence-frequency gap (restriction of frequency was greater than that of independence) was found for children with mild to severe levels of impairment. A positive gap (restriction of independence was greater than that of frequency) was found for children with profound levels of severity. The gaps became wider with age in most settings of children with mild impairment and different diagnoses. Widest negative gaps were found for the neighborhood/community settings than for the other three settings for children with mild to severe impairment.ConclusionsChildren’s participation and independence-frequency gaps depend not only on the severity of their impairments or diagnoses, but also on their age, the setting and the support provided by their environment. In Taiwan, more frequency restrictions than ability restrictions were found for children with mild to moderate severity, especially in the neighborhood/community setting, and increased with age. Further identification of environmental opportunities that positively impact frequency of participation is needed.

Inclusão de alunos com deficiências em escolas da rede estadual: acessibilidade e adaptações estruturais

“…Sendo ressaltado que além das barreiras físicas, são identificadas as barreiras sociais e institucionais como as principais barreiras ambientais em estudos de crianças com condições incapacitantes em comunidades canadenses (LAW et al, 2007). Um estudo realizado com crianças de Taiwan verificou que a participação das crianças e frequência escolar dependem não apenas da gravidade de suas deficiências ou diagnósticos, mas também do ambiente e do suporte fornecido em seu espaço físico, demonstrando quão importante é o suporte estrutural adequado para possibilitar a inclusão escolar (HWANG et al, 2015).…”

Exploring the Interdependence Between Visually Impaired and Sighted People in the Early Phase of Friendship

“…This situation indicates that visually impaired and sighted people can be independent of each other even though the relation of friendship have been built. However, the needs of visually impaired people to other individuals because of anatomical blindness (Broman et al, 2002;Camarena, 2013;Good et al, 2008), the lack of accessibility, and obstruction social environment (Hwang et al, 2015;Irwanto et al, 2010;Thohari, 2014), directing them as parties who potentially be dependent on the friendship with the sighted people. Help acquired the visually impaired people on the progress of friendship can be a material identification friend's partner.…”

“…As they gained more aid, then the resulting dependence on the friendship (see Ainsworth, 1969;Nadler, Halabi, Harapz-Gorodeisky, & Ben-David, 2010). Second, the tendency of visual impairment people as the party dependent on other individuals (Broman et al, 2002;Camarena, 2013;Good, Logrow, & Alpass, 2008), as a consequence of the constraints of the social environment and the lack of accessibility (Hwang et al, 2015;Irwanto et al, 2010;Thohari, 2014). Thus, this exposure indicates the possibility of dependency on visual impairment people towards his friendship with the sighted.…”

Is independence the same as participation for young people with disabilities?

“…Hwang et al . analyzed the gap between level of independence in performing acts and frequency of attending everyday activities for children and adolescents with mild impairments.…”

“…Hwang et al 4 analyzed the gap between level of independence in performing acts and frequency of attending everyday activities for children and adolescents with mild impairments. A lower frequency of attending activities was registered for adolescents and adults than for younger children for activities where skills were rated as independently performed.…”