School participation, supports and barriers of students with and without disabilities
Background We compared school participation patterns of students ages 5–17 with and without disabilities and examined whether features of the school environment were perceived to help or hinder their participation. Methods Parents (n = 576) residing in the USA and Canada completed the Participation...
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| Veröffentlicht in: | Child : care, health & development health & development, 2013-07, Vol.39 (4), p.535-543 |
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| container_title | Child : care, health & development |
| container_volume | 39 |
| creator | Coster, W. Law, M. Bedell, G. Liljenquist, K. Kao, Y.-C. Khetani, M. Teplicky, R. |
| description | Background
We compared school participation patterns of students ages 5–17 with and without disabilities and examined whether features of the school environment were perceived to help or hinder their participation.
Methods
Parents (n = 576) residing in the USA and Canada completed the Participation and Environment Measure for Children and Youth (PEM‐CY) via the internet.
Results
Parents of students with disabilities reported that their children participated less frequently in school clubs and organizations and getting together with peers outside the classroom and that they were less involved in all school activities. Parents of students with disabilities also were significantly more likely to report that features of the environment hindered school participation and that resources needed to support their child's participation were not adequate.
Conclusions
Parents of students with disabilities report that their children are participating less in important school‐related activities. Barriers limiting school participation include features of the physical and social environment as well as limited resources. |
| doi_str_mv | 10.1111/cch.12046 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_1438599513</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>1438599513</sourcerecordid><originalsourceid>FETCH-LOGICAL-c4576-508156b24db150a1865e1ecd12f40cbfd6672c7f7ba9855cfe3edaf710de557e3</originalsourceid><addsrcrecordid>eNqNkU1PHDEMhiNUBFvaQ_9ANVIvrdSBfGf2WK34qLSih0J7jDKJRxuYnQxJRsC_J7DAAQmBL7bkx69svwh9IXiflDiwdrVPKOZyC80Ik6KmlPAPaIYZFjVpJN1FH1O6wCUkxztolzIlGRV8hs7_2lUIfTWamL31o8k-DD-rNI1jiDlVZnBVa2L0EFMVuirlycFQGtc-rx6690WYcuV8Mq3vffaQPqHtzvQJPj_mPXR-dHi2OKmXf45_L34ta8uFkrXADRGypdy1RGBTNhVAwDpCO45t2zkpFbWqU62ZN0LYDhg40ymCHQihgO2h7xvdMYarCVLWa58s9L0ZIExJE84aMZ8Lwt6DYtI0RJG3USZV05QDeEG_vUAvwhSHcnOhFC5f5pgW6seGsjGkFKHTY_RrE281wfreQV0c1A8OFvbro-LUrsE9k0-WFeBgA1z7Hm5fV9KLxcmTZL2Z8CnDzfOEiZdaKqaE_n96rJdnc_aPCqE5uwOj7LK1</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1370763402</pqid></control><display><type>article</type><title>School participation, supports and barriers of students with and without disabilities</title><source>MEDLINE</source><source>Wiley Journals</source><source>PAIS Index</source><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>EBSCOhost Education Source</source><creator>Coster, W. ; Law, M. ; Bedell, G. ; Liljenquist, K. ; Kao, Y.-C. ; Khetani, M. ; Teplicky, R.</creator><creatorcontrib>Coster, W. ; Law, M. ; Bedell, G. ; Liljenquist, K. ; Kao, Y.-C. ; Khetani, M. ; Teplicky, R.</creatorcontrib><description>Background
We compared school participation patterns of students ages 5–17 with and without disabilities and examined whether features of the school environment were perceived to help or hinder their participation.
Methods
Parents (n = 576) residing in the USA and Canada completed the Participation and Environment Measure for Children and Youth (PEM‐CY) via the internet.
Results
Parents of students with disabilities reported that their children participated less frequently in school clubs and organizations and getting together with peers outside the classroom and that they were less involved in all school activities. Parents of students with disabilities also were significantly more likely to report that features of the environment hindered school participation and that resources needed to support their child's participation were not adequate.
Conclusions
Parents of students with disabilities report that their children are participating less in important school‐related activities. Barriers limiting school participation include features of the physical and social environment as well as limited resources.</description><identifier>ISSN: 0305-1862</identifier><identifier>EISSN: 1365-2214</identifier><identifier>DOI: 10.1111/cch.12046</identifier><identifier>PMID: 23763254</identifier><identifier>CODEN: CCHDDH</identifier><language>eng</language><publisher>England: Blackwell Publishing Ltd</publisher><subject>Adolescent ; Architectural Accessibility ; Canada ; Child ; Child Development ; Child, Preschool ; Children ; Classrooms ; Clubs ; disability ; Disabled ; Disabled Children - psychology ; Disabled Children - rehabilitation ; Disabled students ; Educational Environment ; Environment ; Extracurricular activities ; Female ; Health Resources - standards ; Humans ; Male ; Parents ; Parents & parenting ; Parents - psychology ; participation ; school ; School environment ; School Involvement ; Schools ; Social Environment ; Social Participation - psychology ; Student participation ; Students ; Students with disabilities ; Surveys and Questionnaires ; United States ; Young people</subject><ispartof>Child : care, health & development, 2013-07, Vol.39 (4), p.535-543</ispartof><rights>2013 John Wiley & Sons Ltd</rights><rights>2013 John Wiley & Sons Ltd.</rights><rights>Copyright Blackwell Publishing Ltd. Jul 2013</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4576-508156b24db150a1865e1ecd12f40cbfd6672c7f7ba9855cfe3edaf710de557e3</citedby><cites>FETCH-LOGICAL-c4576-508156b24db150a1865e1ecd12f40cbfd6672c7f7ba9855cfe3edaf710de557e3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fcch.12046$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fcch.12046$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27865,27924,27925,30999,31000,45574,45575</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/23763254$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Coster, W.</creatorcontrib><creatorcontrib>Law, M.</creatorcontrib><creatorcontrib>Bedell, G.</creatorcontrib><creatorcontrib>Liljenquist, K.</creatorcontrib><creatorcontrib>Kao, Y.-C.</creatorcontrib><creatorcontrib>Khetani, M.</creatorcontrib><creatorcontrib>Teplicky, R.</creatorcontrib><title>School participation, supports and barriers of students with and without disabilities</title><title>Child : care, health & development</title><addtitle>Child Care Health Dev</addtitle><description>Background
We compared school participation patterns of students ages 5–17 with and without disabilities and examined whether features of the school environment were perceived to help or hinder their participation.
Methods
Parents (n = 576) residing in the USA and Canada completed the Participation and Environment Measure for Children and Youth (PEM‐CY) via the internet.
Results
Parents of students with disabilities reported that their children participated less frequently in school clubs and organizations and getting together with peers outside the classroom and that they were less involved in all school activities. Parents of students with disabilities also were significantly more likely to report that features of the environment hindered school participation and that resources needed to support their child's participation were not adequate.
Conclusions
Parents of students with disabilities report that their children are participating less in important school‐related activities. Barriers limiting school participation include features of the physical and social environment as well as limited resources.</description><subject>Adolescent</subject><subject>Architectural Accessibility</subject><subject>Canada</subject><subject>Child</subject><subject>Child Development</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Classrooms</subject><subject>Clubs</subject><subject>disability</subject><subject>Disabled</subject><subject>Disabled Children - psychology</subject><subject>Disabled Children - rehabilitation</subject><subject>Disabled students</subject><subject>Educational Environment</subject><subject>Environment</subject><subject>Extracurricular activities</subject><subject>Female</subject><subject>Health Resources - standards</subject><subject>Humans</subject><subject>Male</subject><subject>Parents</subject><subject>Parents & parenting</subject><subject>Parents - psychology</subject><subject>participation</subject><subject>school</subject><subject>School environment</subject><subject>School Involvement</subject><subject>Schools</subject><subject>Social Environment</subject><subject>Social Participation - psychology</subject><subject>Student participation</subject><subject>Students</subject><subject>Students with disabilities</subject><subject>Surveys and Questionnaires</subject><subject>United States</subject><subject>Young people</subject><issn>0305-1862</issn><issn>1365-2214</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>7TQ</sourceid><recordid>eNqNkU1PHDEMhiNUBFvaQ_9ANVIvrdSBfGf2WK34qLSih0J7jDKJRxuYnQxJRsC_J7DAAQmBL7bkx69svwh9IXiflDiwdrVPKOZyC80Ik6KmlPAPaIYZFjVpJN1FH1O6wCUkxztolzIlGRV8hs7_2lUIfTWamL31o8k-DD-rNI1jiDlVZnBVa2L0EFMVuirlycFQGtc-rx6690WYcuV8Mq3vffaQPqHtzvQJPj_mPXR-dHi2OKmXf45_L34ta8uFkrXADRGypdy1RGBTNhVAwDpCO45t2zkpFbWqU62ZN0LYDhg40ymCHQihgO2h7xvdMYarCVLWa58s9L0ZIExJE84aMZ8Lwt6DYtI0RJG3USZV05QDeEG_vUAvwhSHcnOhFC5f5pgW6seGsjGkFKHTY_RrE281wfreQV0c1A8OFvbro-LUrsE9k0-WFeBgA1z7Hm5fV9KLxcmTZL2Z8CnDzfOEiZdaKqaE_n96rJdnc_aPCqE5uwOj7LK1</recordid><startdate>201307</startdate><enddate>201307</enddate><creator>Coster, W.</creator><creator>Law, M.</creator><creator>Bedell, G.</creator><creator>Liljenquist, K.</creator><creator>Kao, Y.-C.</creator><creator>Khetani, M.</creator><creator>Teplicky, R.</creator><general>Blackwell Publishing Ltd</general><scope>BSCLL</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7X8</scope><scope>7TQ</scope><scope>DHY</scope><scope>DON</scope></search><sort><creationdate>201307</creationdate><title>School participation, supports and barriers of students with and without disabilities</title><author>Coster, W. ; Law, M. ; Bedell, G. ; Liljenquist, K. ; Kao, Y.-C. ; Khetani, M. ; Teplicky, R.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4576-508156b24db150a1865e1ecd12f40cbfd6672c7f7ba9855cfe3edaf710de557e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>Adolescent</topic><topic>Architectural Accessibility</topic><topic>Canada</topic><topic>Child</topic><topic>Child Development</topic><topic>Child, Preschool</topic><topic>Children</topic><topic>Classrooms</topic><topic>Clubs</topic><topic>disability</topic><topic>Disabled</topic><topic>Disabled Children - psychology</topic><topic>Disabled Children - rehabilitation</topic><topic>Disabled students</topic><topic>Educational Environment</topic><topic>Environment</topic><topic>Extracurricular activities</topic><topic>Female</topic><topic>Health Resources - standards</topic><topic>Humans</topic><topic>Male</topic><topic>Parents</topic><topic>Parents & parenting</topic><topic>Parents - psychology</topic><topic>participation</topic><topic>school</topic><topic>School environment</topic><topic>School Involvement</topic><topic>Schools</topic><topic>Social Environment</topic><topic>Social Participation - psychology</topic><topic>Student participation</topic><topic>Students</topic><topic>Students with disabilities</topic><topic>Surveys and Questionnaires</topic><topic>United States</topic><topic>Young people</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Coster, W.</creatorcontrib><creatorcontrib>Law, M.</creatorcontrib><creatorcontrib>Bedell, G.</creatorcontrib><creatorcontrib>Liljenquist, K.</creatorcontrib><creatorcontrib>Kao, Y.-C.</creatorcontrib><creatorcontrib>Khetani, M.</creatorcontrib><creatorcontrib>Teplicky, R.</creatorcontrib><collection>Istex</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>MEDLINE - Academic</collection><collection>PAIS Index</collection><collection>PAIS International</collection><collection>PAIS International (Ovid)</collection><jtitle>Child : care, health & development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Coster, W.</au><au>Law, M.</au><au>Bedell, G.</au><au>Liljenquist, K.</au><au>Kao, Y.-C.</au><au>Khetani, M.</au><au>Teplicky, R.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>School participation, supports and barriers of students with and without disabilities</atitle><jtitle>Child : care, health & development</jtitle><addtitle>Child Care Health Dev</addtitle><date>2013-07</date><risdate>2013</risdate><volume>39</volume><issue>4</issue><spage>535</spage><epage>543</epage><pages>535-543</pages><issn>0305-1862</issn><eissn>1365-2214</eissn><coden>CCHDDH</coden><abstract>Background
We compared school participation patterns of students ages 5–17 with and without disabilities and examined whether features of the school environment were perceived to help or hinder their participation.
Methods
Parents (n = 576) residing in the USA and Canada completed the Participation and Environment Measure for Children and Youth (PEM‐CY) via the internet.
Results
Parents of students with disabilities reported that their children participated less frequently in school clubs and organizations and getting together with peers outside the classroom and that they were less involved in all school activities. Parents of students with disabilities also were significantly more likely to report that features of the environment hindered school participation and that resources needed to support their child's participation were not adequate.
Conclusions
Parents of students with disabilities report that their children are participating less in important school‐related activities. Barriers limiting school participation include features of the physical and social environment as well as limited resources.</abstract><cop>England</cop><pub>Blackwell Publishing Ltd</pub><pmid>23763254</pmid><doi>10.1111/cch.12046</doi><tpages>9</tpages></addata></record> |
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| ispartof | Child : care, health & development, 2013-07, Vol.39 (4), p.535-543 |
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| source | MEDLINE; Wiley Journals; PAIS Index; Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost Education Source |
| subjects | Adolescent Architectural Accessibility Canada Child Child Development Child, Preschool Children Classrooms Clubs disability Disabled Disabled Children - psychology Disabled Children - rehabilitation Disabled students Educational Environment Environment Extracurricular activities Female Health Resources - standards Humans Male Parents Parents & parenting Parents - psychology participation school School environment School Involvement Schools Social Environment Social Participation - psychology Student participation Students Students with disabilities Surveys and Questionnaires United States Young people |
| title | School participation, supports and barriers of students with and without disabilities |
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