Perceived participation. A comparison of students with disabilities and students without disabilities

Eriksson, Linda; Granlund, Mats

doi:10.1080/15017410409512653

Cited by 51 publications

(50 citation statements)

References 14 publications

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“…Previous studies have shown that school-aged children with disabilities often experience participation restrictions in the school (Eriksson et al, 2007), home, and community (Palisano et al, 2003;Murphy and Carbone, 2008;Galvin et al, 2010). Compared with school-aged children without disabilities, age-matched children with disabilities have lower levels of participation (Eriksson et al, 2007), and perceive that they have fewer school activities available to them (Eriksson, 2004;Lidström et al, 2011).…”

Section: Introductionmentioning

confidence: 96%

Psychometric properties of the Child and Adolescent Scale of Participation – Traditional Chinese version

Hwang

Liou

Bedell

et al. 2013

International Journal of Rehabilitation Research

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The child and adolescent scale of participation (CASP) was translated into traditional Chinese and has been included as part of the new Disability Evaluation System (DES) in Taiwan since July 2012 for school-aged children with special needs. The aim of this study was to examine the psychometric properties of the traditional Chinese version of the CASP (CASP-C). Participants were 231 parents/caregivers of children aged 6-18 years recruited from 31 hospitals who qualified for the DES in Taiwan. The majority of the children had intellectual disabilities (67%), followed by physical disabilities and autistic spectrum disorders. The CASP was translated into traditional Chinese according to the cross-cultural adaptation process. Content and known group validity, internal consistency, and internal scale structure were examined using a t-test, Cronbach's α, factor analysis, and Rasch analysis. The CASP-C items were mapped onto all nine chapters of the International Classification of Functioning--Children and Youth version. Children with less severe intellectual disabilities had significantly higher CASP-C scores than children with more severe disabilities. Internal consistency was acceptable on the subdomains and total CASP-C (Cronbach's α=0.88-0.97). Factor analysis yielded a two-factor CASP-C structure contributing 64.1% explained variance. Rasch analysis also indicated a unidimensional construct. The results in psychometric analyses are in agreement with those of other studies, and support that the CASP-C has acceptable psychometric properties for use in the DES in Taiwan. However, further study with a larger and more diverse sample is required to increase the generalizability of the results.

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Section: Introductionmentioning

confidence: 96%

Psychometric properties of the Child and Adolescent Scale of Participation – Traditional Chinese version

Hwang

Liou

Bedell

et al. 2013

International Journal of Rehabilitation Research

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“…The result revealed a statistically significant correlation on the 1% level between ratings from the respondent groups for young children (only parents and professionals rated children) and children aged 7-12 years of age. For older children [13][14][15][16][17][18], the statistical correlation between the respondent group of children and the other two respondent groups was not significant. This indicates that it is important to ask teenagers themselves about their own perceptions of everyday life.…”

Section: Utility Of the Icf-cy For Documenting Child Characteristicsmentioning

confidence: 97%

“…Protocols used in data sets IV [13,[15][16][17][18]22], VII [14], VIII [24], IX [25], and X [26] also included sections to collect information that may be related to health and disability outcomes (i.e. diagnosis, age and gender) and reliability and validity of the instruments (i.e.…”

Section: Utility Of the Icf-cy For Documenting Child Characteristicsmentioning

confidence: 99%

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The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention – feasibility and usefulness as a common language and frame of reference for practice

Björck‐Åkesson¹,

Wilder

Granlund

et al. 2010

Disability and Rehabilitation

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Early childhood intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framework for intervention goals and intervention implementation. The International Classification of Functioning, Disability and Health (ICF) and the version for children and youth (ICF-CY) may serve as this common framework and language. This overview of studies implemented by our research group is based on three research questions: Do the ICF-CY conceptual model have a valid content and is it logically coherent when investigated empirically? Is the ICF-CY classification useful for documenting child characteristics in services? What difficulties and benefits are related to using ICF-CY model as a basis for intervention when it is implemented in services? A series of studies, undertaken by the CHILD researchers are analysed. The analysis is based on data sets from published studies or master theses. Results and conclusion show that the ICF-CY has a useful content and is logically coherent on model level. Professionals find it useful for documenting children's body functions and activities. Guidelines for separating activity and participation are needed. ICF-CY is a complex classification, implementing it in services is a long-term project.

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“…Guthrie and Wigfield (2000) studied engagement and motivation in reading and concluded that engagement is strongly related to reading achievement. In a series of studies of engagement in school activities regarding children needing special support in Sweden, Granlund and associates (Eriksson & Granlund, 2004;Almquist & Granlund, 2005) reported that children's engagement in school is predicted by the children's self-rated autonomy and control perceptions. In a longitudinal study of students' engagement and school achievement, Skinner et al (1998) reported that students' control perceptions and engagement is related to how teachers attribute student achievement.…”

Section: Academic Achievement and Classroom Climatementioning

confidence: 98%

Children’s engagement in different classroom activities

Kjellin

Granlund

2006

European Journal of Special Needs Education

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A multiple case study is reported aiming at identifying the degree of taking part and of being engaged in classroom activities for children with and without reading and writing difficulties/dyslexia. The aim was also to investigate the accordance between 'effective literacy teaching' and children's expressed interest and observed taking part and engagement in different kinds of activities. The study is exploratory and the generalizability of the results limited. Three observations each were made of five children with reading and writing difficulties/dyslexia and five comparison children; the observations concerned accessibility, taking part in and engagement with two types of classroom activities, namely basic skills training and practice of higher-level language skills as a means of thinking at a higher level. The results are presented in relation to quality criteria for teachers' effective literacy teaching. Results found that the instruction was concerned more with the practice of basic skills in reading and writing than practice of the language as a means of thinking at a higher level for all children, and the children with reading and writing difficulties were less engaged in reading and writing skills training than the comparison children, but took part equally well in activities focused on practice of the language at a higher level. Most of the teachers had lower expectations regarding those children with reading and writing difficulties than children without reading and writing difficulties. The results are discussed in relation to the goals in the subject Swedish.

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Perceived participation. A comparison of students with disabilities and students without disabilities

Abstract: According to a recent study (Almqvist & Granlund, accepted)

Cited by 51 publications

References 14 publications

Psychometric properties of the Child and Adolescent Scale of Participation – Traditional Chinese version

Psychometric properties of the Child and Adolescent Scale of Participation – Traditional Chinese version

The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention – feasibility and usefulness as a common language and frame of reference for practice

Children’s engagement in different classroom activities

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