Abstract
BackgroundParticipation in daily activities is expressed as a human right. Full participation of children with disabilities in daily activities creates optimal opportunities for learning and development. Previous studies have focused primarily on proxy ratings of participation of children with intellectual disabilities in daily activities. However, little is known about how the children rate barriers and facilitators to their participation in everyday activities.ObjectivesTo identify barriers to and facilitators for everyday activities as experienced by children with intellectual disabilities from low- and middle-income countries and high-income countries. The research questions were as follows: ‘what barriers to participation do children with disabilities experience in everyday activities?’ and ‘what facilitators to participation do children with disabilities experience in everyday activities?’MethodA qualitative content analyses was used in this study, and individual interviews were conducted with 49 children with intellectual disabilities. The interviews were performed using pictures. The children also selected the most important activities and described in their own words the facilitators and barriers relevant to being able to perform the activities.ResultsThe most important activities were organised leisure activities, formal learning at school, taking care of other family members and family mealtimes. Self-reported barriers identified were personal functioning, social exclusion and lack of resources. The identified facilitators included satisfaction, personal capability, being included and having access to resources.ConclusionThese findings provide important knowledge about the factors to consider in the development of interventions, aimed at improving the participation of children with intellectual disabilities.
Highlights
Participation within the environment has been identified as an important health outcome for both children with disabilities and their families (Arvidsson et al 2014; Coster & Khetani 2008; Imms et al 2017) research studies have indicated that children with disabilities are restricted in their participation in daily activities, such as sports, educational opportunities, and recreational and informal leisure activities (Conchar et al 2016; Higashida 2017; Moyi 2017)
Studies that focus on the barriers and facilitators to participation of children with disabilities tend to focus on participation in physical activities only (Alesi & Pepi 2017; Maciver et al 2019; Shields & Synnot 2016), and these are sometimes limited to high-income countries (McKenzie, McConkey & Adnams 2013)
This study provides much needed data on self-reported information regarding children’s participation, those who present with intellectual disabilities
Summary
Participation within the environment has been identified as an important health outcome for both children with disabilities and their families (Arvidsson et al 2014; Coster & Khetani 2008; Imms et al 2017) research studies have indicated that children with disabilities are restricted in their participation in daily activities, such as sports, educational opportunities, and recreational and informal leisure activities (Conchar et al 2016; Higashida 2017; Moyi 2017). Studies that focus on the barriers and facilitators to participation of children with disabilities tend to focus on participation in physical activities only (Alesi & Pepi 2017; Maciver et al 2019; Shields & Synnot 2016), and these are sometimes limited to high-income countries (McKenzie, McConkey & Adnams 2013). Shields, Synott and Barr (2012) conducted a systematic review of the perceived barriers and facilitators to physical activity in children with disabilities, as perceived by children, parents and health professionals (organisational staff). Full participation of children with disabilities in daily activities creates optimal opportunities for learning and development. Previous studies have focused primarily on proxy ratings of participation of children with intellectual disabilities in daily activities. Little is known about how the children rate barriers and facilitators to their participation in everyday activities
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