Abstract

Background: Environments are important to children’s participation, but little is known about which environmental factors restrict their participation, particularly in children with moderate to severe developmental disability. Method: Parents of 64 children attending special schools completed the Environmental Restriction Questionnaire (ERQ). Two researchers classified the item contents of the ERQ using the International Classification of Functioning, Disability and Health – Children and Youth (ICF-CY) to provide uniform interpretation. Results: At home, the environmental restrictions related to Products and technology within the ICF-CY. The environmental restrictions in the community involved 3 areas: Products and technology, Support and relationships, and Services, systems, and policies. The environmental restrictions on children’s educational participation originated from Support and relationships and Attitudes of the parents. Conclusions: The findings offer insights into the critical environmental restrictions on the participation of children with developmental disability. Resources and support that target modifiable environmental factors may help to promote children’s participation.

Citation

Chien, C.W., Branjerdporn, G., Rodger, S., & Copley, J. (2017). Exploring environmental restrictions on everyday life participation of children with developmental disability. Journal of Intellectual & Developmental Disability, 42(1), 61-73. DOI: 10.3109/13668250.2016.1194969.