The purpose of this study was to investigate the experiences that teenagers with physical disabilities have of their participation at school. Fourteen students from several locations in Norway aged between 13 and 18 years took part. Data were collected through focus-group interviews and individual interviews. The analysis revealed three main themes: Just like the others-but not quite; Participation in terms of being where things actually happen and; Participation as student-teacher cooperation. A major finding was the importance the students put on being where things actually happen, this being regarded as being even more important than doing the same activities as the other students. Opportunities to increase cooperation by holding short meetings with teachers on how to solve both practical and learning problems promoted participation. The need to include the individual's experience in the concept of participation is discussed.
This article examines how Norwegian children with physical disabilities experience friendship during the transition between primary and secondary school. The research was based on 38 life mode interviews with 15 children. Two themes were explored: (1) different kinds of friends: friends with disabilities, friends without disabilities and technology-mediated friendships; and (2) qualities of friendship: understanding, intimacy and trust, mutuality and friendships with children both with and without disabilities. The conclusion is that children with physical disabilities adapt to different, but mutual friendships.
KeywordsChildren, disability, friendship, interdependency, mutuality, transition between primary and secondary school Good friends seem to be vital to experiencing good quality of life and having good friends contributes to psychological well-being. Research conducted on the experience of young people highlights that without friends it is almost impossible to be happy (Helseth and Misvaer, 2010). In addition, those who are lucky enough to have good
Background: : Initial rehabilitation after stroke is demanding for patients whose primary aim is to regain their functions. The literature indicates that gardening may provide medical rehabilitation opportunities and health resources. This study explored occupational therapists' own observations and descriptions on how participation in a gardening group may support inpatients' initial rehabilitation following acute stroke. Methods: : The authors analyzed notes written by occupational therapists during a 6 month-period that reflected their observations and descriptions after sessions with a gardening group. The therapists were trained in stroke rehabilitation and offered two sessions with gardening groups per week. The sessions were integrated into the occupational therapy program at a residential rehabilitation hospital. The study had a qualitative descriptive design, which included thematic analysis. Results: : Six themes were revealed: possibilities for skills training, engagement in the occupation, mastery of the activity, finding mental rest, connection to past experiences, and shared experiences and hope. Conclusions: : The occupational therapists found that gardening provided clinical opportunities for skills training and health resources. The results are discussed in relation to meaningful occupations through occupational characteristics, such as doing, being, becoming, and belonging. As a group-based, common occupation, gardening may provide a complementary approach in stroke rehabilitation.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.