Feeling and Being Involved?: Participation Experienced by Children with Disabilities at Regular Schools in Austria
2011 (English)In: Journal of Occupational Therapy, Schools & Early Intervention, ISSN 1941-1251, Vol. 4, no 3-3, 260-275 p.Article in journal (Refereed) Published
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.
Place, publisher, year, edition, pages
London: Routledge, 2011. Vol. 4, no 3-3, 260-275 p.
Participation, experience, phenomenology, occupational therapy, children with disabilities, school, International Classification of Functioning, Disability, and Health (IFC)
Medical and Health Sciences
IdentifiersURN: urn:nbn:se:liu:diva-73271DOI: 10.1080/19411243.2011.633424OAI: oai:DiVA.org:liu-73271DiVA: diva2:470485