Investigation on participation, supports and barriers of children with specific learning disabilities

Home participation, support and barriers among children with attention-deficit/hyperactivity disorder before and during the COVID-19 pandemic

“…There is a growing recognition of the importance of participation for children with disabilities. 9 , 10 In addition to the symptoms of ADHD, social isolation and exclusion from interpersonal relationships can lead to social difficulties, and unexpected social changes might affect the participation of children with ADHD. 5 Few studies have focused on the participation of children with ADHD in daily routine and leisure activities.…”

Participation and ICT : Students with Special Educational Needs in Upper Secondary School

“…Research recognises that environmental aspects related to the physical, cognitive and/or social demands of school activities may challenge students' opportunities to participate in school (Bedell, Khetani, Cousins, Coster & Law, 2011;Coster et al, 2013;Egilson & Traustadottir, 2009;Hemmingson & Borell, 2002;Şahin, Kara, Köse & Kara, 2020;Sandall, Schwartz & Gauvreau, 2016). Consequently, the physical design of the school or classroom, how school activities are organised and expected to be performed and the extent to which they are modified influence students' need for support in order to live up to schools expectations.…”

“…It is suggested that assessments consider the student's interaction with the environment in a systematic way using a needs-based approach (Egilson & Hemmingsson, 2009;Lebeer et al, 2010;Lidström, Hemmingsson & Ekbladh, 2020;Simmeborn Fleischer, Adolfsson & Granlund, 2013). Since a student's participation and need for support is influenced by their perception of the environment in which the activity occurs (Maxwell, Alves & Granlund, 2012), scholars have emphasised the importance of including the experiences of the individual student (Cahill & Beisbier, 2020;Gibson & Kendall, 2010;Hammarberg, 2015;Kramer, Olsen, Mermelstein, Balcells & Liljenquist, 2012;Şahin et al, 2020). Furthermore, in terms of promoting participation and engagement in the student role, the assessment and provision of support must not be limited to only academic activities; it is also important to consider non-academic activities (Cahill & Beisbier, 2020).…”

“…In both studies, students with SEN had a lower frequency of attendance in school activities and were reported to be less involved. Furthermore, significantly more environmental barriers to participation and greater need for support in the school setting were reported among students with SEN (Coster et al, 2013;Şahin et al, 2020). Some studies, primarily with a qualitative design, have focused on participation and the need for support in specific school activities among students with SEN. For example, students with neuropsychiatric disorders were shown to experience difficulties with learning in literacy and mathematics, fail to complete homework assignments (Bolic Baric, Hellberg, Kjellberg & Hemmingsson, 2016) and have difficulties with concentration during class (Bolic Baric et al, 2016;DuPaul, Weyandt, O'Dell & Varejao, 2009).…”

“…The present thesis revealed that the need for support among the students with SEN was most prevalent in academic school activities: Remember things, Write, Do homework, Take exams and Read, in which the majority of students' support needs had not been acknowledged properly, as perceived by the students (studies I-III). Environmental barriers to participation in school activities have been reported before (e.g., Coster et al, 2013;Şahin et al, 2020), but rarely focusing on the upper secondary school context or in relation to specific school activities. Why schools had not been able to provide an inclusive learning environment or sufficient individual support to this group of students with SEN this thesis does not reveal, but there was probably a combination of several interacting components.…”