Differences between Pre-School Children with and without Special Educational Needs Functioning, Participation, and Environmental Barriers at Home and in Community Settings: An International Classification of Functioning, Disability, and Health for Children and Youth Approach
The International Classification of Functioning, Disability, and Health for Children and Youth (ICF-CY; WHO, 2007) provides a framework for child functioning with an emphasis on child participation. Participation is defined as “involvement in life situations” and can be influenced by both child char...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2018-02-01
|
| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/article/10.3389/feduc.2018.00007/full |
| _version_ | 1817989632192675840 |
|---|---|
| author | Sofia Guichard Catarina Grande |
| author_facet | Sofia Guichard Catarina Grande |
| author_sort | Sofia Guichard |
| collection | DOAJ |
| description | The International Classification of Functioning, Disability, and Health for Children and Youth (ICF-CY; WHO, 2007) provides a framework for child functioning with an emphasis on child participation. Participation is defined as “involvement in life situations” and can be influenced by both child characteristics (health conditions, body functions, and structures) and contextual factors (facilitators or barriers of the physical or social environment) (WHO, 2007). This study is aimed at characterizing the functioning of pre-school-aged children, based on their frequency of participation in home and community activities and on the perception of environmental barriers to their participation by parents, using an ICF-CY approach. Differences between children with Special Educational Needs (SEN) (n = 42) and children without SEN (n = 74) were analyzed. Parents of 116 children from the Porto District (Portugal) completed an adapted version of the Young Children’s Participation and Environment Measure (YC-PEM; Khetani et al., 2013a). To assess child functioning, pre-school teachers completed six items of the Matrix for Assessment of Activities and Participation (Castro and Pinto, 2015), corresponding to six code sets of the ICF-CY Developmental Code Sets (Ellingsen, 2011). Children with SEN showed lower levels of functioning when compared to children without SEN, according to their pre-school teachers. Parents of children with SEN reported that their children participated less frequently in home activities. Specifically, significant differences were found in household chores, at home. Parents of children with SEN perceived more environmental factors as barriers in both settings when compared to parents of children without SEN. Differences between groups in specific environmental factors are presented with reference to the YC-PEM environmental content linked to the ICF-CY environmental domains (Khetani, 2015). Findings highlight the importance of identifying and adjusting environmental barriers, through family-centered practices, to promote child participation and overall functioning. The adoption of the ICF-CY (WHO, 2007) is recommended when implementing and monitoring inclusive services and practices. Results are further analyzed and discussed with reference to the biopsychosocial model of the ICF-CY (WHO, 2007). |
| first_indexed | 2024-04-14T00:48:48Z |
| format | Article |
| id | doaj.art-5b2ec8ce3bb0405b9b5d97ae95710c3e |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-14T00:48:48Z |
| publishDate | 2018-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-5b2ec8ce3bb0405b9b5d97ae95710c3e2022-12-22T02:21:53ZengFrontiers Media S.A.Frontiers in Education2504-284X2018-02-01310.3389/feduc.2018.00007329194Differences between Pre-School Children with and without Special Educational Needs Functioning, Participation, and Environmental Barriers at Home and in Community Settings: An International Classification of Functioning, Disability, and Health for Children and Youth ApproachSofia Guichard0Catarina Grande1Faculty of Psychology and Educational Sciences, University of Porto, Porto, PortugalFaculty of Psychology and Educational Sciences, University of Porto, Porto, PortugalThe International Classification of Functioning, Disability, and Health for Children and Youth (ICF-CY; WHO, 2007) provides a framework for child functioning with an emphasis on child participation. Participation is defined as “involvement in life situations” and can be influenced by both child characteristics (health conditions, body functions, and structures) and contextual factors (facilitators or barriers of the physical or social environment) (WHO, 2007). This study is aimed at characterizing the functioning of pre-school-aged children, based on their frequency of participation in home and community activities and on the perception of environmental barriers to their participation by parents, using an ICF-CY approach. Differences between children with Special Educational Needs (SEN) (n = 42) and children without SEN (n = 74) were analyzed. Parents of 116 children from the Porto District (Portugal) completed an adapted version of the Young Children’s Participation and Environment Measure (YC-PEM; Khetani et al., 2013a). To assess child functioning, pre-school teachers completed six items of the Matrix for Assessment of Activities and Participation (Castro and Pinto, 2015), corresponding to six code sets of the ICF-CY Developmental Code Sets (Ellingsen, 2011). Children with SEN showed lower levels of functioning when compared to children without SEN, according to their pre-school teachers. Parents of children with SEN reported that their children participated less frequently in home activities. Specifically, significant differences were found in household chores, at home. Parents of children with SEN perceived more environmental factors as barriers in both settings when compared to parents of children without SEN. Differences between groups in specific environmental factors are presented with reference to the YC-PEM environmental content linked to the ICF-CY environmental domains (Khetani, 2015). Findings highlight the importance of identifying and adjusting environmental barriers, through family-centered practices, to promote child participation and overall functioning. The adoption of the ICF-CY (WHO, 2007) is recommended when implementing and monitoring inclusive services and practices. Results are further analyzed and discussed with reference to the biopsychosocial model of the ICF-CY (WHO, 2007).http://journal.frontiersin.org/article/10.3389/feduc.2018.00007/fullenvironmentfunctioningInternational Classification of Functioning, Disability, and Health for Children and Youthparticipationpre-school Special Educational Needs |
| spellingShingle | Sofia Guichard Catarina Grande Differences between Pre-School Children with and without Special Educational Needs Functioning, Participation, and Environmental Barriers at Home and in Community Settings: An International Classification of Functioning, Disability, and Health for Children and Youth Approach Frontiers in Education environment functioning International Classification of Functioning, Disability, and Health for Children and Youth participation pre-school Special Educational Needs |
| title | Differences between Pre-School Children with and without Special Educational Needs Functioning, Participation, and Environmental Barriers at Home and in Community Settings: An International Classification of Functioning, Disability, and Health for Children and Youth Approach |
| title_full | Differences between Pre-School Children with and without Special Educational Needs Functioning, Participation, and Environmental Barriers at Home and in Community Settings: An International Classification of Functioning, Disability, and Health for Children and Youth Approach |
| title_fullStr | Differences between Pre-School Children with and without Special Educational Needs Functioning, Participation, and Environmental Barriers at Home and in Community Settings: An International Classification of Functioning, Disability, and Health for Children and Youth Approach |
| title_full_unstemmed | Differences between Pre-School Children with and without Special Educational Needs Functioning, Participation, and Environmental Barriers at Home and in Community Settings: An International Classification of Functioning, Disability, and Health for Children and Youth Approach |
| title_short | Differences between Pre-School Children with and without Special Educational Needs Functioning, Participation, and Environmental Barriers at Home and in Community Settings: An International Classification of Functioning, Disability, and Health for Children and Youth Approach |
| title_sort | differences between pre school children with and without special educational needs functioning participation and environmental barriers at home and in community settings an international classification of functioning disability and health for children and youth approach |
| topic | environment functioning International Classification of Functioning, Disability, and Health for Children and Youth participation pre-school Special Educational Needs |
| url | http://journal.frontiersin.org/article/10.3389/feduc.2018.00007/full |
| work_keys_str_mv | AT sofiaguichard differencesbetweenpreschoolchildrenwithandwithoutspecialeducationalneedsfunctioningparticipationandenvironmentalbarriersathomeandincommunitysettingsaninternationalclassificationoffunctioningdisabilityandhealthforchildrenandyouthapproach AT catarinagrande differencesbetweenpreschoolchildrenwithandwithoutspecialeducationalneedsfunctioningparticipationandenvironmentalbarriersathomeandincommunitysettingsaninternationalclassificationoffunctioningdisabilityandhealthforchildrenandyouthapproach |