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Participation in school environment of children and youth with disabilities: A person-oriented approach
Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.ORCID-id: 0000-0001-9597-039X
2005 (engelsk)Inngår i: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 46, nr 3, s. 305-314Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study investigated patterns of interrelated positive subject and environmental factors related to participation in school activities of pupils with different kinds of disabilities. Questionnaires concerning participation were collected from 472 pupils with disabilities and their teachers, parents and special education consultants. A person-oriented approach with the aim to identify patterns of variables related to a high degree of participation of pupils with disabilities was used. Cluster-groups were formed based on scores for individual subjects on factors identified as important for participation. Groups with a high degree of participation were characterized by high scores in autonomy and perceived interaction with peers and teachers and an internal locus of control. Type and degree of disability did not predict cluster group membership. A conclusion is that the outcome participation is better predicted by patterns of interrelated positive subject and environmental factors than by type of disability or any other single factor.

sted, utgiver, år, opplag, sider
2005. Vol. 46, nr 3, s. 305-314
Emneord [en]
Participation, pupils with disabilities, interaction, autonomy, locus of control, person-oriented approach
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Identifikatorer
URN: urn:nbn:se:hj:diva-4877DOI: 10.1111/j.1467-9450.2005.00460.xPubMedID: 15842421OAI: oai:DiVA.org:hj-4877DiVA, id: diva2:35697
Tilgjengelig fra: 2008-01-03 Laget: 2008-01-03 Sist oppdatert: 2017-12-12bibliografisk kontrollert

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