How Children with Disabilities Engage in Occupations during a Transitional Phase

Abstract

This study explored the engagement in occupations of Norwegian children with physical disabilities during a transitional phase between primary and secondary school. Fifteen children described their ordinary day, and we applied a life mode interview method. Three themes were identified: 1) occupations that symbolized the transition to becoming a teenager, 2) expanding possibilities by occupational engagement in social networks and media, and 3) particular challenges when adapting to participation in culturally valued occupations. The children in our study engaged in typical occupations associated with this transitional phase. Some occupations, such as shopping and putting on makeup, symbolized a transitional phase. Engagement in occupations such as using social media, the Internet, and gaming represented expanding possibilities, where children with disabilities could participate without limitations. However, adapting to culturally valued occupations such as sports, which can be particularly challenging, might require a change in how they engaged, for instance by becoming the leader of a cheer group rather than playing soccer. Knowledge of children with disabilities and their engagement in everyday occupations is essential for discussing how they can participate in occupations they find meaningful together with their peer group in their community.