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Feeling and Being Involved?: Participation Experienced by Children with Disabilities at Regular Schools in Austria
Zurich University of Applied Sciences, Winterthur, Switzerland.
Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
University of Southern Denmark, Odense.
2011 (Engelska)Ingår i: Journal of Occupational Therapy, Schools & Early Intervention, ISSN 1941-1251, Vol. 4, nr 3-3, s. 260-275Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim of this study was to gain an in-depth knowledge about children with disabilities’ lived experiences of participation in regular schools in Austria. Qualitative interviews were conducted with 5 children. Data were analyzed according to the descriptive phenomenological method. Children with disabilities appreciated attending regular schools. Being a part of school life was identified to include experiences of participation and nonparticipation. Different aspects of the environment influence experiences of participation and awareness of differences are facilitated through interaction with peers. Together, the findings complement empirical insights to the understanding of experienced and performed involvement combined with subjective dimensions of environmental features that influence participation.

Ort, förlag, år, upplaga, sidor
London: Routledge, 2011. Vol. 4, nr 3-3, s. 260-275
Nyckelord [en]
Participation, experience, phenomenology, occupational therapy, children with disabilities, school, International Classification of Functioning, Disability, and Health (IFC)
Nationell ämneskategori
Medicin och hälsovetenskap
Identifikatorer
URN: urn:nbn:se:liu:diva-73271DOI: 10.1080/19411243.2011.633424OAI: oai:DiVA.org:liu-73271DiVA, id: diva2:470485
Tillgänglig från: 2011-12-29 Skapad: 2011-12-29 Senast uppdaterad: 2012-08-20

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Hemmingsson, Helena

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Hälsa, Aktivitet, Vård (HAV)Hälsouniversitetet
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