“…Furthermore, Imms et al formed a “family of participation-related constructs” (fPRC), which takes extrinsic and intrinsic factors into account and applies them to a context with the constructs of attendance and involvement (Imms et al, 2017) (Figure 1). Figure 1.Illustration of the “family of participation-related constructs” based on the concepts and illustrations of Imms et al, 2017 and Spreer et al, 2019 (Lindemann & Baerwalde, 2021). …”
Section: Introductionmentioning
confidence: 99%
“…Illustration of the “family of participation-related constructs” based on the concepts and illustrations of Imms et al, 2017 and Spreer et al, 2019 (Lindemann & Baerwalde, 2021). …”
Purpose The construct of social participation is still not clearly defined. To reach a better understanding of social participation, the perspectives of adolescents must be taken into account. This study explores the adolescent concept of social participation and expands knowledge of the meaning of subjective components of the term. Methods Thirty-four semi-structured interviews were conducted with adolescents with and without physical disabilities or chronic diseases between the ages of 12 and 17 and analyzed according to grounded theory. Results Adolescents describe social participation as involving reflexive interaction with their social environment. Furthermore, forming a social environment plays an important role. All components of the concept are embedded in a context that influences the ways adolescents participate. Adolescents differentiate between active and passive forms of social participation. The concept of reflexive interaction is situated within an interdependent structure of components such as the “feeling of belonging” and the feeling of “well-being” among adolescents. Conclusion The results expand the current state of knowledge regarding the theoretical differentiation of social participation by exploring subjective components of the term. This offers the possibility of supplementing the theoretical frameworks of social participation and supports the understanding of the critical importance of social participation for adolescents.
“…Furthermore, Imms et al formed a “family of participation-related constructs” (fPRC), which takes extrinsic and intrinsic factors into account and applies them to a context with the constructs of attendance and involvement (Imms et al, 2017) (Figure 1). Figure 1.Illustration of the “family of participation-related constructs” based on the concepts and illustrations of Imms et al, 2017 and Spreer et al, 2019 (Lindemann & Baerwalde, 2021). …”
Section: Introductionmentioning
confidence: 99%
“…Illustration of the “family of participation-related constructs” based on the concepts and illustrations of Imms et al, 2017 and Spreer et al, 2019 (Lindemann & Baerwalde, 2021). …”
Purpose The construct of social participation is still not clearly defined. To reach a better understanding of social participation, the perspectives of adolescents must be taken into account. This study explores the adolescent concept of social participation and expands knowledge of the meaning of subjective components of the term. Methods Thirty-four semi-structured interviews were conducted with adolescents with and without physical disabilities or chronic diseases between the ages of 12 and 17 and analyzed according to grounded theory. Results Adolescents describe social participation as involving reflexive interaction with their social environment. Furthermore, forming a social environment plays an important role. All components of the concept are embedded in a context that influences the ways adolescents participate. Adolescents differentiate between active and passive forms of social participation. The concept of reflexive interaction is situated within an interdependent structure of components such as the “feeling of belonging” and the feeling of “well-being” among adolescents. Conclusion The results expand the current state of knowledge regarding the theoretical differentiation of social participation by exploring subjective components of the term. This offers the possibility of supplementing the theoretical frameworks of social participation and supports the understanding of the critical importance of social participation for adolescents.
“…Es entsteht jedoch der Eindruck, dass Partizipation und Teilhabe dabei unzureichend definiert werden und somit unklar ist, was explizit gemeint ist. Dies hat bereits zu einer grundlegenden Aufarbeitung in verschiedenen frühpädagogisch relevanten Fachpublikationen geführt (u. a. Hansen et al 2011;Prengel 2016;Spreer et al 2019;Weiß 2019).…”
unclassified
“…3 Die Familie der partizipationszugehörigen Konstrukte mit person-und umweltzentrierten Prozessen (Spreer et al 2019 in Anlehnung an Imms et al 2017, S. 19) Imms et al (2016) fanden heraus, dass viele Studien die Einteilung von Partizipation in zwei Komponenten gemeinsam hatten: "Attendance", d. h. die reine Anwesenheit einer Person (teilnehmen an), von Spreer et al (2019) übersetzt als "Dabeisein", welche gemessen wird als Häufigkeit der Teilnahme und/oder Reichweite oder Unterschiedlichkeit von Aktivitäten. Als zweite Komponente "Involvement", was der Beteiligung und somit nach Spreer et al (2019) dem "Eingebunden-sein" (teilhaben an), entspricht. Das Konstrukt des "Eingebunden-seins" enthält Erfahrungen, die während der "Anwesenheit" gemacht werden, wie z.…”
unclassified
“…Engagement, Motivation, Ausdauer, soziale Verbindung und die Ebene des Affekts (beschäftigt sein in). Noch ist nicht endgültig geklärt wie beide Komponenten zusammenhängen (Spreer et al 2019nach Imms et al 2016, 2017.…”
ZusammenfassungTeilhabe und Partizipation werden in verschiedenen Fachdisziplinen thematisiert, wobei eine einheitliche Definition und Nutzung der Begriffe fehlen. Im Zuge der Neugestaltung der Eingliederungshilfe werden u. a. sozialgesetzliche Perspektiven auf Teilhabe und Partizipation, die eher den Rehabilitations- und Versorgungswissenschaften zuzuordnen sind, relevant für die inklusive Frühpädagogik. Diese werden in Verbindung mit der Internationalen Klassifikation der Funktionsfähigkeit, Behinderung und Gesundheit (ICF) vorgestellt und es werden Bezüge zu frühpädagogisch bedeutsamen Theoriediskursen und Forschungsständen hergestellt. Möglichkeiten der interdisziplinären Zusammenarbeit zur Teilhabeförderung in der inklusiven frühkindlichen Bildung und Frühförderung werden anhand der ICF aufgezeigt.
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