Participation in Everyday School Activities For Children With and Without Disabilities

Observational Learning of Academic and Social Behaviors During Small-Group Direct Instruction

“…Thus, for young children with disabilities who are imitative, evidence suggests small group direct instruction is a valid procedure to be used for teaching, in contrast to the widely-used models of 1:1 "pull-out" direct instruction (Bronson, Hauser-Cram, & Warfield, 1995;Eriksson, Welander, & Granlund, 2007; U. S. Department of Education).…”

Differences between Pre-School Children with and without Special Educational Needs Functioning, Participation, and Environmental Barriers at Home and in Community Settings: An International Classification of Functioning, Disability, and Health for Children and Youth Approach

“…As their frequency of participation is diminished, children have a lower range of experiences, with fewer opportunities to interact with different people, to socialize with peers, and to perform different tasks and roles, in diverse physical and social settings (Almqvist et al, 2007;Eriksson et al, 2007). Moreover, these young children with SEN have fewer opportunities to learn cultural meaningful behavior, which contributes to their learning and development (Dunst et al, 2006).…”

The Relationship between Children’s Developmental Functioning and Participation in Social Activities in Portuguese Inclusive Preschool Settings

“…Knowing that young children develop through proximal processes, such us playing and interacting with adults/peers/materials in their natural environments, both aspects of participation are found to be crucial for learning and development (Aydoğan et al, 2015). Considering this definition, literature emphasizes that children with disabilities often experience participation restrictions in its both dimensions, namely (1) attendance and (2) engagement in daily activities (e.g., Eriksson et al, 2007;Casey et al, 2012;Ferreira et al, 2012).…”

“…In terms of the attendance dimension, studies have shown that children with disabilities are more often excluded from activities when compared to their peers without disabilities and, therefore, need adequate interventions in order to improve participation outcomes (e.g., Eriksson et al, 2007). Considering the engagement dimension of participation, literature has shown that engagement with teachers, peers, and materials in daily activities in natural educational settings is associated with young children's development and learning (e.g., de Kruif and McWilliam, 1999;Pinto et al, 2006;Aydoğan, 2012).…”

“…As stated by the bioecological model of human development (Bronfenbrenner and Morris, 2007) and by the ICF approach to disability (World Health Organization, 2001), contextual factors may strongly facilitate the development of all children, but particularly the development of children with disabilities and/or at-risk as these children may experience restrictions in their participation in educational settings. Studies showed differences in the amount of time children with disabilities spent in various activity centers, in the number of different types of play in which they engaged, and in the amount of time they spent in different types of play, when compared to their typically developing peers (Brown and Bergen, 2002;Eriksson et al, 2007). This may indicate that the opportunities for children with disabilities and/or at risk to attending and participate in all types of activities in preschools are not being completely ensured.…”