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Bringing more to participation: Participation in school activities of persons with disability within the framework of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY)
Jönköping University, School of Education and Communication, HLK, CHILD. (CHILD)
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

As societies the world over move towards defining inclusive and effective education systems this presents the educator with the new challenge of providing an equal and democratic education environment for all students. With children the nature of functioning and environmental settings varies greatly in comparison with adults and assessing children’s involvement in activities is of particular importance to ensure effective and inclusive society building through education. Building on the existing and previous participation research this thesis specifically aims to provide a means to theorize participation from two perspectives (frequency of attending and intensity of involvement) and put in to operation using five dimensions of the environment: availability, accessibility, affordability, accommodability, and acceptability. Contextually this has been done by investigating children in need of additional support (including children with disabilities) at school. Results indicate that while research and theory take a holistic and balanced approach by using participation based on two perspectives, this has yet to filter down to practice. A new approach to measuring inclusive education using social capital, the five environmental dimensions, and the ICF-CY is proposed and tested. However, while the ICF-CY provides a consistent descriptive framework, no clear connections between social capital and inclusive education policy could be drawn and the five environmental dimensions – especially the involvement-related ones – need further development. The final paper presents evidence from the individual perspective for a third ICF-CY activities and participation qualifier to represent the subjective experience of involvement. Participation can thus be regarded as a multi-dimensional phenomenon with two main conceptual roots: sociology and developmental psychology.

Place, publisher, year, edition, pages
Jönköping: School of Education and Communication , 2012. , 200 p.
Series
Doktorsavhandlingar från Högskolan för lärande och kommunikation, ISSN 1652-7933 ; 16
Series
Studies from the Swedish Institute for Disability Research, ISSN 1650-1128 ; 42
Keyword [en]
Participation, involvement, frequency, child, ICF-CY, inclusive educa-tion, policy
National Category
Social Sciences Interdisciplinary
Identifiers
URN: urn:nbn:se:hj:diva-18079ISBN: 978-91-628-8484-0 (print)OAI: oai:DiVA.org:hj-18079DiVA: diva2:527984
Public defence
2012-06-15, Hb116, Högskolan för lärande och kommunikation, Högskolan Jönköping, Jönköping, Jönköping, 13:15 (English)
Opponent
Supervisors
Projects
MURINET project (Multidisciplinary Research Network on Health and Disability in Europe, European Commission project funded within the Sixth Framework Programme, MRTN-CT-2006-035794).
Available from: 2012-05-24 Created: 2012-05-23 Last updated: 2015-08-27Bibliographically approved
List of papers
1. Participation and environmental aspects in education and the ICF and the ICF-CY: findings from a systematic literature review
Open this publication in new window or tab >>Participation and environmental aspects in education and the ICF and the ICF-CY: findings from a systematic literature review
2012 (English)In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 15, no 1, 63-78 p.Article in journal (Refereed) Published
Abstract [en]

Background: This paper presents findings from a systematic review of the literature related to participation and the ICF/ICF-CY in educational research.

Objectives: To analyse how and investigate the application of participation in educational research. Specifically, how participation is related to the environmental dimensions availability, accessibility, affordability, accommodability and acceptability.

Methods: A systematic literature review using database keyword searches and refinement protocols using inclusion and exclusion criteria at abstract, full-text and extraction.

Results: Four hundred and twenty-one initial works were found. Twenty-three met the inclusion criteria. Availability and accommodations are the most investigated dimensions. Operationalization of participation is not always consistent with definitions used.

Conclusion: Research is developing a holistic approach to investigating participation as, although all papers reference at least one environmental dimension, only four of the 11 empirical works reviewed present a fully balanced approach when theorizing and operationalizing participation; hopefully this balanced approach will continue and influence educational policy and school practice.

Keyword
Participation, environment, ICF, ICF-CY, disability, education
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:hj:diva-17954 (URN)10.3109/17518423.2011.633108 (DOI)000299295400009 ()HHJCHILDIS, HLKCHILDIS (Local ID)HHJCHILDIS, HLKCHILDIS (Archive number)HHJCHILDIS, HLKCHILDIS (OAI)
Available from: 2012-04-18 Created: 2012-04-18 Last updated: 2017-12-07Bibliographically approved
2. How are conditions for participation expressed in education policy documents?: A review of documents in Scotland and Sweden
Open this publication in new window or tab >>How are conditions for participation expressed in education policy documents?: A review of documents in Scotland and Sweden
2011 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 26, no 2, 251-272 p.Article in journal (Refereed) Published
Abstract [en]

This study approaches inclusive schools by looking at how conditions for participation are expressed for pupils with additional support needs in education policy documents in Sweden and Scotland. By using five dimensions of the environment – availability, accessibility, affordability, accommodability, and acceptability – expressions of conditions for participation are explored in 41 documents. This is done in a vertical manner by analysing national laws, regional policy documents, and local-level documents which directly influence classroom practices. A deductive content analysis approach using a protocol based on the five environmental dimensions is used to extract information and identify meaning units. In the meaning units meaningful concepts are identified and linked to ICF-CY categories. These are used as reference points. It is suggested, from the documents analysed, that conditions for participation are easy to express as available, accessible opportunities, or affordability issues, but not as involvement experiences linked to accommodations made and acceptability issues within a context. Documents in Scotland and Sweden also have different foci in terms of conditions for participation.

Place, publisher, year, edition, pages
Taylor & Francis, 2011
Keyword
education policy, document analysis, ICF-CY, environmental conditions, participation
National Category
Social Sciences Pedagogy Social Work
Identifiers
urn:nbn:se:hj:diva-13878 (URN)10.1080/08856257.2011.563610 (DOI)
Projects
MURINET
Funder
EU, European Research Council, MRTN-CT-2006-035794
Available from: 2010-12-07 Created: 2010-12-07 Last updated: 2017-12-11Bibliographically approved
3. Using Social Capital to Construct a Conceptual International Classification of Functioning, Disability, and Health Children and Youth Version-Based Framework for Stronger Inclusive Education Policies in Europe
Open this publication in new window or tab >>Using Social Capital to Construct a Conceptual International Classification of Functioning, Disability, and Health Children and Youth Version-Based Framework for Stronger Inclusive Education Policies in Europe
2012 (English)In: American Journal of Physical Medicine & Rehabilitation, ISSN 0894-9115, E-ISSN 1537-7385, Vol. 91, no 13, S118-S123 p.Article in journal (Refereed) Published
Abstract [en]

Inclusive education is part of social inclusion; therefore, social capital can be linkedto an inclusive education policy and practice. This association is explored in thisarticle, and a practical measure is proposed. Specifically, the World Health Organization’sInternational Classification of Functioning, Disability and Health Childrenand Youth Version (ICF-CY) is proposed as the link between social capital andinclusive education. By mapping participation and trust indicators of social capitalto the ICF-CY and by using the Matrix to Analyse Functioning in Education Systems(MAFES) to analyze the functioning of inclusive education policies and systems,a measure for stronger inclusive education policies is proposed. Such a toolcan be used for policy planning and monitoring to ensure better inclusive educationenvironments. In conclusion, combining enhanced social capital linked tostronger inclusive education policies, by using the ICF-CY, can lead to better healthand well-being for all.

Keyword
Mainstreaming (Education), Social Networks, World Health Organization, Public Policy
National Category
Sociology Educational Sciences
Identifiers
urn:nbn:se:hj:diva-17955 (URN)10.1097/PHM.0b013e31823d4b92 (DOI)000208868800015 ()HLKCHILDIS (Local ID)HLKCHILDIS (Archive number)HLKCHILDIS (OAI)
Projects
MURINET
Available from: 2012-04-18 Created: 2012-04-18 Last updated: 2017-12-07Bibliographically approved
4. Evaluating social capital indicators and national inclusive education policies in six European countries
Open this publication in new window or tab >>Evaluating social capital indicators and national inclusive education policies in six European countries
Show others...
2012 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173Article in journal (Refereed) Submitted
Abstract [en]

This paper investigates how measures of social capital correspond with inclusive education policies by linking both to the ICF-CY. The method employs cross-country comparative analyses of six European countries – Germany, Greece, Romania, Spain, Sweden, and the United Kingdom – based on social capital indicators from the European Social Survey (Round 4-2008), along with comparison on the level of inclusive education policies within these countries by analyzing policies from a participation perspective. The results indicate that the ICF-CY is a useful tool for measuring both social capital and inclusive education policies, and although no connections could be drawn between social capital and inclusive education policy, the ICF-CY provided a consistent and common language for describing health and its related topics.

Keyword
special education, social context, educational policy, content analysis
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology) Law and Society Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:hj:diva-18078 (URN)
Projects
MURINET project (Multidisciplinary Research Network on Health and Disability in Europe, European Commission project funded within the Sixth Framework Programme, MRTN-CT-2006-035794).
Available from: 2012-05-23 Created: 2012-05-23 Last updated: 2017-12-07Bibliographically approved
5. Does thinking and doing the same thing amount to involved participation? Empirical explorations for finding a measure of intensity for a third ICF-CY qualifier
Open this publication in new window or tab >>Does thinking and doing the same thing amount to involved participation? Empirical explorations for finding a measure of intensity for a third ICF-CY qualifier
2012 (English)In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 15, no 4, 274-283 p.Article in journal (Refereed) Published
Abstract [en]

Background: Participation as involvement in a situation includes two dimensions; doing the activity and the experience of involvement.

Objectives: The ICF-CY only measures doing using the capacity and performance qualifiers, a dimension measuring the experience is needed; a third qualifier. Hypothesis: The experienced involvement of pupils in school activities is higher when thinking and doing coincided.

Methods: By comparing self-reported experiences of involvement of children, data about what children were thinking and doing during activities were gathered from 21 children with and 19 without disabilities in inclusive classrooms.

Results: A relationship exists between an index of the subjective experience of involvement and whether children were thinking and doing the same things.

Conclusion: This index can be constructed using measures of concentration, control, involvement, and motivation. Choice is influential, as knowledge about why an activity is undertaken affects involvement. Additionally, increased subjective experience of involvement gives better psychological health and well-being.

Keyword
ICF-CY, qualifiers, participation, involvement, disability, education
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:hj:diva-20200 (URN)10.3109/17518423.2012.689780 (DOI)000305963900005 ()
Available from: 2013-01-08 Created: 2013-01-08 Last updated: 2017-12-06Bibliographically approved

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