Participation of children with disabilities in school2
Donald Maciver, Marion Rutherford, Stella Arakelyan, Jessica M. Kramer, Janet Richmond, Liliya Todorova, Dulce Romero-Ayuso, Hiromi Nakamura-Thomas, Marjon ten Velden, Ian Finlayson, Anne O’Hare, Kirsty Forsyth
Background. In order to make informed decisions about how best to support children and young people with disabilities, effective strategies that facilitate active and meaningful participation in school are required. Clinical factors, diagnosis or impairments somewhat helpful in determining what should be provided in interventions. However, clinical factors alone will not offer a clear view of how to support participation. It is helpful then to look at wider psychosocial and environmental factors. The aim of this review was to synthesise evidence of psychosocial and environmental factors associated with school participation of 4-12 year old children with disabilities to inform the development of participation-fostering interventions [full abstract accessible at: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0210511].
Keywords
Children and young people with disabilities, Participation in school, Psychosocial and environmental factors, Systematic review.
