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首页> 外文期刊>Journal of Developmental and Physical Disabilities >Participation in Everyday School Activities For Children With and Without Disabilities
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Participation in Everyday School Activities For Children With and Without Disabilities

机译：参加有残疾和无残疾儿童的日常学校活动

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摘要

Children with disabilities attending regular school often need more support than other children in order to participate in different school activities. Are children with disabilities included and do they participate in the same activities as their peers? During one school day, 66 children, 33 children with disabilities, were observed at school. After school the children were interviewed about participation in school activities and their social networks and they self-rated their autonomy. The results showed that children with disabilities have lower participation both in structured and unstructured activities. In structured activities differences existed primarily in math, practical subjects, and science. Children with disabilities had fewer friends and rated their autonomy lower. The difference in participation for children with and without disabilities is context specific; it indicates that professionals need to consider context specificity in developing interventions to increase participation.
机译：为了参加不同的学校活动，上正规学校的残疾儿童通常需要比其他儿童更多的支持。是否包括残疾儿童，他们是否参加与同龄人相同的活动？在一天的上课时间内，观察到66名儿童，其中33名残疾儿童。放学后，对孩子们进行了关于参加学校活动及其社交网络的采访，他们对自己的自主权进行了自我评价。结果表明，残疾儿童参与有组织和无组织活动的参与率较低。在结构化活动中，差异主要存在于数学，实践学科和科学上。残疾儿童的朋友较少，对自治的评价较低。残疾儿童和非残疾儿童在参与方面的差异因具体情况而异；它表明专业人士在制定干预措施以增加参与度时需要考虑具体情况。

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