Abstract
The aim of this study was to investigate the participation problems in school activities of the learners with special educational needs in order to establish the possible ways of Occupational Therapy intervention in school settings in Armenia. In total 111 learners with special educational needs were observed and their participation in educational and non-educational activities was assessed using the "Occupational Therapy School Skills Assessment'' tool. Since the educational environment considered being crucial for the learners’ participation, the school environment was observed to determine the features facilitating or burdening their involvement in all kinds of school activities. Quantitative research methodology was used to outline and summarize the participation problems of learners with special educational needs for establishing the possible ways of Occupational Therapy intervention. The results of this study highlighted that in the inclusive school in Armenia the learners with special educational needs still had participation restriction and their involvement in educational and non-educational activities was limited due to lack of individual skills and abilities, as well as not adapted environmental conditions. Learners with physical dysfunctions (62%) experienced mobility problems and had significant difficulties performing self-care activities, about 65% were not able to take part in outdoor events, permanent support and assistance were required. For the learners with autistic spectrum disorder (50%) communication with peers and staff members was still challenging and participation in the educational process was not effective.
Highlights
In educational process given assistance to the learners with special educational needs (SEN)assumes the provision of "appropriate" support based on the assessment of the limitations and problem-based "needs", using the specific knowledge, skills and attitude (UNESCO, 1994; “United Nations Convention on the Rights of Persons with Disabilities,” 2006)
The integration and education of learners with SEN in inclusive schools in Armenia have been organized in a special direction, scientific research conducted during the period of the 2006-2014 year proved that the process of inclusion of these learners was not fully in line with the use of appropriate social and rehabilitation methods (Harutyunyan, 2014; Saratikyan, 2013)
Taking into account that the organization of inclusive education requires comprehensive social and rehabilitation methods, using a combination of different professional approaches, the role of Occupational Therapy intervention is considered to be important and significant which was aimed at improving the learner's participation in educational activity, and ensuring their full involvement in the educational process (Hemmingsson, Borell, Gustavsson, 2003)
Summary
In educational process given assistance to the learners with special educational needs (SEN)assumes the provision of "appropriate" support based on the assessment of the limitations and problem-based "needs", using the specific knowledge, skills and attitude (UNESCO, 1994; “United Nations Convention on the Rights of Persons with Disabilities,” 2006). The results of surveys and the study of complex approaches of Occupational Therapy intervention provided to learners with SEN showed that the organization of inclusive education was not sufficient and there were still obvious problems that hinder the independent and effective participation in school activities. Taking into account that the organization of inclusive education requires comprehensive social and rehabilitation methods, using a combination of different professional approaches, the role of Occupational Therapy intervention is considered to be important and significant which was aimed at improving the learner's participation in educational activity, and ensuring their full involvement in the educational process (Hemmingsson, Borell, Gustavsson, 2003). It is well known that successful implementation of inclusive education for learners with SEN and enhancement of their participation in educational and school activities mainly based on the comprehensive assessment of individual abilities, capabilities, interests and needs as well as the evaluation of environmental conditions (Cohn, & Lew, 2010). Occupational Therapy intervention in schools is intended to help the learners with SEN to develop educational and functional skills for everyday life in the areas of selfcare, life skills, school work and play
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