Good Practices towards Inclusion, Activity and Participation of Children with Complex and Intense Support Needs
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| Title: | Good Practices towards Inclusion, Activity and Participation of Children with Complex and Intense Support Needs |
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| Language: | English |
| Authors: | Jo Lebeer (ORCID |
| Source: | International Journal of Disability, Development and Education. 2026 73(3):409-424. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Best Practices, Inclusion, Foreign Countries, Multiple Disabilities, Children, Quality of Life, Training, Professional Personnel, Parent Child Relationship, Parent Attitudes, Attitudes, Individual Needs |
| Geographic Terms: | European Union, Belgium, Netherlands, France, Italy, Portugal, Romania, Bulgaria |
| DOI: | 10.1080/1034912X.2025.2475108 |
| ISSN: | 1034-912X 1465-346X |
| Abstract: | Background: Children with multiple disabilities and complex and intensive support needs are at risk of separated and passive lives in institutional care. Following the call of the UNCRPD, and in view of developing an innovative in-service training, a European group of care providers, parents and training institutions, developed a framework to define good practices towards a more inclusive and active life in education and elsewhere. Methods: Following a Delphi procedure in four international meetings, to which local professionals and parents were invited, criteria of good practices enabling participation and activation of children with severe multiple disabilities were set up. Examples were explored which responded to these criteria. Results: Fifty-nine professionals and parents from eight EU countries participated. They selected 12 criteria about quality of life, a challenging and inclusive learning environment, family-centeredness, high care ethics, teamwork, activity and participation. They nominated 29 projects fulfilling five or more criteria. Conclusion: Examples show that children with multiple and complex disabilities, despite being totally dependent on intense support, can have meaningful inclusive education and other inclusive activities, provided there is enough support and staff and parents understand how to give that support. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504023 |
| Database: | ERIC |
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| Abstract: | Background: Children with multiple disabilities and complex and intensive support needs are at risk of separated and passive lives in institutional care. Following the call of the UNCRPD, and in view of developing an innovative in-service training, a European group of care providers, parents and training institutions, developed a framework to define good practices towards a more inclusive and active life in education and elsewhere. Methods: Following a Delphi procedure in four international meetings, to which local professionals and parents were invited, criteria of good practices enabling participation and activation of children with severe multiple disabilities were set up. Examples were explored which responded to these criteria. Results: Fifty-nine professionals and parents from eight EU countries participated. They selected 12 criteria about quality of life, a challenging and inclusive learning environment, family-centeredness, high care ethics, teamwork, activity and participation. They nominated 29 projects fulfilling five or more criteria. Conclusion: Examples show that children with multiple and complex disabilities, despite being totally dependent on intense support, can have meaningful inclusive education and other inclusive activities, provided there is enough support and staff and parents understand how to give that support. |
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| ISSN: | 1034-912X 1465-346X |
| DOI: | 10.1080/1034912X.2025.2475108 |
