Abstract
Abstract The main goal of the present study was to document the participation of preschool children at home and in the community setting, describing the differences between eligible children with support of Special Education Service and/or of the Early Intervention System and noneligible children, in three main dimensions: child functioning, child participation and perceived environmental barriers. Data about child functioning was collected through preschool teachers and about participation and barriers through parents. Sociodemographic data was also collected. Forty preschool teachers and 116 children (and their parents) participated in this study. Forty-two children were eligible and had support from Special Education Service and/or of the Early Intervention System. The results showed that eligible children have lower levels of functionality, participate less frequently and are less involved in the activities at home and in the community setting and that their parents perceive more environmental barriers in both settings. The results were analysed considering the Biopsychosocial Model.
Highlights
The main goal of the present study was to document the participation of preschool children at home and in the community setting, describing the differences between eligible children with the support of Special Education Service and/or of the Early Intervention System and non-eligible children, in three main dimensions: child functioning, child participation, and perceived environmental barriers
RESUMO – O presente estudo tem como objetivo descrever a participação de crianças entre os três e cinco anos de idade em casa e na comunidade, comparando crianças elegíveis e com apoio da Educação Especial e/ou do Sistema Nacional de Intervenção Precoce para a Infância com crianças não elegíveis e sem apoio, em três dimensões: funcionalidade da criança, participação da criança e perceção de barreiras ambientais em ambos os contextos
The results obtained in this exploratory study contribute to the documentation of the levels of functioning, participation of children between three and five years old at home and in the community, and environmental barriers perceived by their parents
Summary
The main goal of the present study was to document the participation of preschool children at home and in the community setting, describing the differences between eligible children with the support of Special Education Service and/or of the Early Intervention System and non-eligible children, in three main dimensions: child functioning, child participation, and perceived environmental barriers. The results showed that eligible children have lower levels of functionality, participate less frequently, and are less involved in the activities at home and the community setting and that their parents perceive more environmental barriers in both settings. The concept of participation is related to involvement in daily life activities, of play and socialization with peers, allowing the child to perform different roles (Almqvist et al, 2007). This way, it requires that the child has a diverse range of experiences, in multiple situations, in which he/she can interact with different people. S Guichard & C Grande and the environmental barriers that are encountered in these settings, comparing children with and without disability
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