Objective: The study’s purpose was to identify and synthesize research evidence regarding the effect of the environment on community participation of children with disabilities. Methods: A scoping review of peer-reviewed studies published from 1990 to 2011 was performed. Two independent reviewers selected studies based on a systematic procedure. Inclusion criteria for studies were: participants with a disability, aged 5–21 years, whose environment was examined in relation to participation in out-of-school activities. Data were organized and synthesized based on environmental domains within the International Classification of Functioning, Disability and Health (ICF): Natural Environment/Products and Technology; Support and Relationships; Attitudes; and Services, Systems and Policies. Results: Searching identified 1232 articles and 31 met the inclusion criteria. Each domain of the environment within the ICF influenced participation as a facilitator and/or barrier. The most common facilitators involv...

/pdf/the-effect-of-the-environment-on-participation-of-children-447w2y72z0.pdf

The effect of the environment on participation of children and youth with disabilities: a scoping review

Participation in leisure activities is beneficial for children’s health and development, including those living with Autism Spectrum Disorder (ASD). Available syntheses of knowledge about participation have focused primarily on children with physical disabilities; however, little attention is directed to children with ASD. The purpose of this study was therefore to synthesize research evidence regarding the patterns and determinants of leisure participation in this population. A scoping review of peer-reviewed studies published between 2000 and 2013 was performed. Two reviewers independently selected studies based on a systematic procedure. Inclusion criteria for studies were participants with ASD, aged 5–17 years, and description of participation in leisure activities outside of school. Data were organized and synthesized based on domains of the International Classification of Functioning, Disability and Health (ICF): Body Functions, Activity Limitations, and Environmental factors. Sixteen articles (out of 920) met the inclusion criteria and majority of those were descriptive in nature (69 %), whereas information about the factors that affect participation was reported in only 31 %. Overall, children with ASD participate in fewer leisure activities, mostly in the home setting, either with adults or on their own. Factors identified as associated with participation involved family support and social attitudes (environmental factors), sensitivity and behavioral challenges (body functions), and communication and interpersonal relationships problems (activity limitations). Knowledge derived from this review provides preliminary understanding of and justifies greater attention towards the concept of participation in this population. Further research directions are suggested to address the identified gaps in the literature.

/pdf/participation-of-children-and-youth-with-autism-spectrum-2n5hl3bwz8.pdf

Participation of Children and Youth with Autism Spectrum Disorder: A Scoping Review

In recent years, there has been considerable discussion of the impact of factors such as religion and ethnicity on the adjustment of families who have a child with disabilities. The role of religion is particularly relevant for African American families because of its historic influence on basic social and cultural values of this ethnic group. In this paper we explored issues of religion, disability, and ethnicity, with emphasis on how these factors relate to adjustment for families, particularly African American families. Findings gathered from diverse literature sources are reflected in a proposed framework to guide future research and policy development.

African American Families, Religion, and Disability: A Conceptual Framework

How families of children with complex care needs participate in everyday life

Background
Community participation is associated with a range of positive developmental outcomes; however, the frequency, depth and resources associated with participation for youth with intellectual disability (ID) and autism spectrum disorder (ASD) are not well understood.

Method
Caregivers of 212 youth with ASD and ID and only ID, aged 11–22 years, completed an online survey. Comparisons were made of caregiver reports of diversity and frequency of participation, levels of participation involvement and related environmental barriers and supports.

Results
The diversity and frequency of community participation of youth with ASD and ID approximated that of youth with ID only. Youth with ASD and ID were reported to be significantly less involved in the community activities in which they participated. Environmental features, and in particular, the social demands of community-based activities, were significant barriers to youths' participation.

Conclusions
The current study highlights individual and environmental factors amenable to intervention that may foster successful community participation among youth with ASD and ID.

Community participation of youth with intellectual disability and autism spectrum disorder

Children with autism are increasingly being identified in society today. With the increased incidence, churches will be called upon to develop programs that will allow for participation of these individuals. This article presents findings from a descriptive study addressing the participation of children with autism spectrum disorder within religious education activities. Mothers attending four churches shared their perspectives on the involvement of their seven children with autism in Sunday school programs. This article discusses common themes regarding church participation, with recommendations for improving the religious and social integration of children with disabilities within religious education programs.

Parents’ Perspectives on the Participation of Their Children with Autism in Sunday School

A total of 82 pre-service general education teachers were surveyed regarding their perspectives toward the inclusion of students with disabilities into general education classrooms before and after taking one three-unit university course on human diversity. Results indicated that (a) positive perceptions varied depending on the type of disability of the student, and (b) pre-service general education teachers benefit from a course in human diversity due to the improvement of their overall perceptions of students with disabilities by the end of the course. Introduction Federal law does not mandate the full inclusion of students with disabilities into general education classrooms; however, each year more schools adopt inclusion models for their students in special education programs (McLeskey, Henry, & Hodges, 1999; Friend & Bursuck, 2002). This is influenced by administrators at the school district level who apply state regulations and, thus, may gain financial incentives due to different funding formulas for various models of service delivery. In addition, administrators may also believe that the educational benefits for students in special education who are placed in inclusive settings are stronger than for those placed in segregated special education programs. Special education and general education teachers also influence the facilitation of inclusion programs based on their own philosophies and willingness to implement this model on a daily basis (Shade & Stewart, 2001). Teacher Attitudes One prerequisite of the successful inclusion of students with disabilities is a positive attitude toward inclusion among pre-service general educators (Cook, 2002). Pre-service and veteran teacher attitudes toward inclusion and students with disabilities should be frequently assessed to ensure that students are programmed for success. Teacher training in the awareness of diversity and appropriate strategies for teaching students with disabilities should occur prior to the placement of students in general education classrooms so that teachers feel comfortable teaching students with learning differences (Bishop & Jones, 2002; Campbell, Gilmore, & Cuskelly, 2003; Reynolds & Birch, 1977). Therefore, it is optimal that teacher training occur at the pre-service level. If general education teachers feel negatively toward students with disabilities or have not been trained in appropriate strategies for the successful inclusion of students with disabilities, they are less likely to be willing to work with these students in their classrooms (Engelbrecht, Oswald, Swart, & Eloff, 2003; Aksamit, 1990). Thus, students with disabilities are less likely to be successful in general education classrooms unless the appropriate teacher training has occurred. Additional support in the classroom such as an instructional assistant will also help the student's level of success. Because some students with disabilities frequently exhibit behavioral problems and present more challenging learning differences than students already placed in general education, they require additional attention and support for a successful educational experience (Shade & Stewart, 2001 ; Salend, 2005). If pre-service teachers are appropriately trained in strategies and interventions for working with students with disabilities as well as being exposed to different types of disabilities, they may exhibit more positive attitudes toward inclusion (Cook, 2002; Coates, 1989; Forlin, 2001). As a result, students with disabilities would have a greater chance for success in general education placements. Preparation of Pre-Service Teachers The preparation of pre-service general education teachers to teach students with disabilities is an acute concern for university teacher preparation programs (Kamens, Loprete, & Slostad, 2000; Woloshyn, Bennett, & Berrill, 2003; Bullough, 1995; Hutchinson & Martin, 1999). …

Pre-service Teachers' Preceptions of Inclusion

This chapter chronicles the evolution of Russian academic practices that are designed to support all students in one educational environment. It draws on Russia’s time-honored practices and includes the contemporary global push toward inclusive settings. This dialogue examines the theories that lay the foundation for Russia’s inclusive transformation. The method of examination for this descriptive qualitative work is a general review of historical educational legislation. The objective is to examine the barriers to inclusion as well as to provide a description of best practices and guiding principles. This historical discussion addresses the foundation of education and builds a context for educators to view the process of embracing inclusion. In this chapter, language, parental views and educational practices are all assessed to comprehend the Russian social nuances that impact change.

Erica J. Howell

Papers

Parents’ Perspectives on the Participation of Their Children with Autism in Sunday School

Pre-service Teachers' Preceptions of Inclusion

21st Century Inclusive Practices and Policies in Russia