Barriers and facilitators to participation in everyday activities for children with intellectual disabilities in China.
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| Title: | Barriers and facilitators to participation in everyday activities for children with intellectual disabilities in China. |
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| Authors: | Shi, Linjun, Granlund, Mats, Wang, Lan, Huus, Karina |
| Source: | Child: Care, Health & Development. Mar2023, Vol. 49 Issue 2, p346-356. 11p. 3 Charts. |
| Subjects: | Caregiver attitudes, Research, Culture, School environment, Personality, Patient participation, Psychology of children with disabilities, Caregivers, Research methodology, Family support, Activities of daily living, Interviewing, Social stigma, Community support, Qualitative research, Special education schools, Health literacy, Students with disabilities, Psychosocial factors, Research funding, Psychology of caregivers, Content analysis, School administration, Intellectual disabilities, Optimism, Children, Adolescence |
| Geographic Terms: | China |
| Abstract: | Background: Children with intellectual disabilities (IDs) are vulnerable and participate less in everyday activities compared to their peers with typical development. This study aimed to identify barriers and facilitators related to the participation in everyday activities of children with IDs in China. Methods: Twenty semi‐structured interviews were conducted with primary caregivers of children with IDs from special schools in Tianjin, China. The data were transcribed and analysed using inductive qualitative content analysis. Results: Four categories of barriers to participation in everyday activities for children with IDs were identified: insufficient knowledge, attitudes and skills in primary caregivers; ID‐related characteristics of children; stigma and Chinese culture; and lack of support from society. Four categories describing facilitators of participation in everyday activities for children with IDs were also identified: the optimistic attitude of the primary caregiver; adequate family support; active environment in school and policy; and attractive characteristics of children with IDs. Conclusions: The findings in this study add knowledge on important barriers and facilitators affecting the participation of children with IDs in everyday activities in China. The primary caregivers' voices need to be heard by government and society. Appropriate and effective changes in family‐oriented services and the legal, social, political and economic context of the child welfare management system for the scale‐up of improving participation should be implemented for children with IDs. [ABSTRACT FROM AUTHOR] |
| Copyright of Child: Care, Health & Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background: Children with intellectual disabilities (IDs) are vulnerable and participate less in everyday activities compared to their peers with typical development. This study aimed to identify barriers and facilitators related to the participation in everyday activities of children with IDs in China. Methods: Twenty semi‐structured interviews were conducted with primary caregivers of children with IDs from special schools in Tianjin, China. The data were transcribed and analysed using inductive qualitative content analysis. Results: Four categories of barriers to participation in everyday activities for children with IDs were identified: insufficient knowledge, attitudes and skills in primary caregivers; ID‐related characteristics of children; stigma and Chinese culture; and lack of support from society. Four categories describing facilitators of participation in everyday activities for children with IDs were also identified: the optimistic attitude of the primary caregiver; adequate family support; active environment in school and policy; and attractive characteristics of children with IDs. Conclusions: The findings in this study add knowledge on important barriers and facilitators affecting the participation of children with IDs in everyday activities in China. The primary caregivers' voices need to be heard by government and society. Appropriate and effective changes in family‐oriented services and the legal, social, political and economic context of the child welfare management system for the scale‐up of improving participation should be implemented for children with IDs. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03051862 |
| DOI: | 10.1111/cch.13052 |
