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Participation in early childhood educational environments for young children with and without developmental disabilities and delays: A mixed methods study

Resource Type: Reports & Papers
Author(s): Benjamin, Tanya E.; Lucas-Thompson, Rachel G.; Little, Lauren M.; Davies, Patricia L.; Khetani, Mary;
Date Issued: 2017
Description: Aims: This mixed methods study examined: 1) how young children with and without developmental disabilities and delays participate in daycare or preschool activities; 2) similarities and differences in environmental factors impacting daycare or preschool participation; and 3) strategies used by parents who desired a change in their child's participation. Methods: Data were drawn from 129 parents of young children with and without developmental disabilities and delays (mean age = 49.3 months) residing in North America. Summary and item-level group differences based on disability status were assessed for participation and environmental supports to participation. Narrative data on parental strategies were content coded, transformed into numerical counts, and summarized to identify strategies commonly employed by parents to promote their child's participation. Results: Moderate to large disability related group differences in participation and environmental support to participation were found even after controlling for confounding effects of child age, child gender, and family income. Parents commonly described strategies focused on "child care tasks" and "child peer groups," irrespective of the type(s) of change they desired. Conclusions: Study findings suggest that discrepancies in school participation between young children with and without disabilities and delays can be detected and intervened on during the early childhood period. (author abstract)
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Funder(s): National Institutes of Health (U.S.)
Journal Title: Physical & Occupational Therapy in Pediatrics
Volume Number: 37
Issue Number: 1
Page Range: 87-107
Topics: Children & Child Development > Children with Special Needs & Special Child Populations > Children with Special Needs

Parents & Families
Country: United States
ISSN: 0194-2638 Paper
1541-3144 Online
Peer Reviewed: yes
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