Differentiating Activity and Participation of Children and Youth with Disability in Sweden

Abstract

The results from secondary analyses provide preliminary support for the use of a third qualifier measuring subjective experience of involvement to facilitate the split between activity and participation in the International Classification of Functioning, Disability and Health, Children and Youth version, activity and participation domain.

Everyday Life Situations of School-Aged Children with Severe Disabilities: What are the Goals for the Future? An Exploratory Study

“…The first three chapters showed low representation: Learning and applying knowledge (d1); General tasks and demands (d2); and Communication (d3). These findings support those in previous studies [1,7,26], indicating that the first chapters include basic skills that are important across areas of functioning and constitute prerequisites for involvement in most life situations.…”

“…In concordance with the ongoing debate about the construct of participation as context-dependent and closely related to socially and culturally defined roles [7,15,52], the findings showed a strong connection between the childrens' participation and the social environment. As people around children with SD most often mandate their involvement in ELS, it is a challenge for the adults to support the children by acting as facilitators of participation rather than barriers.…”

“…The construct incoporates taking part, being included and accepted in ELS but also having access to needed resources. Considering education, participation includes two elements, both related to functioning within a context [7,12,13]. First, it is about being in the school setting and attending activities.…”

“…In addition, children with Severe Disabilities (SD), including complex disorders and a combination of disabilities, need support to carry out daily activities. Therefore, they spend much time with adults and their involvement in ELS often becomes mandated by people around them [7][8][9]. To facilitate involvement, the children's networks need to intentionally support them in their development of self-determination and autonomy.…”

An Examination of Relations Between Participation, Communication and Age in Children with Complex Communication Needs

“…It has been suggested that because capacity does not reflect context it is perhaps most closely linked to the concept of activity, while performance reflects contextual influences and may therefore conceivably be related to both activity and participation (Granlund et al in press). As such, when construed within the notion of performance, participation may, in part at least, be assessed in terms of the frequency of involvement in everyday activities (Adolfsson, Malmqvist, Pless, & Granuld, 2011;Granlund et al, 2011).…”