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Participation and environmental aspects in education and the ICF and the ICF-CY: findings from a systematic literature review
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
School of Education, University of Manchester, UK.
Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.ORCID-id: 0000-0001-9597-039X
2012 (Engelska)Ingår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 15, nr 1, s. 63-78Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
2012. Vol. 15, nr 1, s. 63-78
Nyckelord [en]
Participation, environment, ICF, ICF-CY, disability, education
Nationell ämneskategori
Samhällsvetenskap Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:hj:diva-17954DOI: 10.3109/17518423.2011.633108ISI: 000299295400009Lokalt ID: HHJCHILDIS, HLKCHILDISOAI: oai:DiVA.org:hj-17954DiVA, id: diva2:516510
Tillgänglig från: 2012-04-18 Skapad: 2012-04-18 Senast uppdaterad: 2017-12-07Bibliografiskt granskad
Ingår i avhandling
1. 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)
Öppna denna publikation i ny flik eller fönster >>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)
2012 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
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.

Ort, förlag, år, upplaga, sidor
Jönköping: School of Education and Communication, 2012. s. 200
Serie
Dissertation. School of Education and Communication, ISSN 1652-7933 ; 16
Serie
Studies from the Swedish Institute for Disability Research, ISSN 1650-1128 ; 42
Nyckelord
Participation, involvement, frequency, child, ICF-CY, inclusive educa-tion, policy
Nationell ämneskategori
Tvärvetenskapliga studier inom samhällsvetenskap
Identifikatorer
urn:nbn:se:hj:diva-18079 (URN)978-91-628-8484-0 (ISBN)
Disputation
2012-06-15, Hb116, Högskolan för lärande och kommunikation, Högskolan Jönköping, Jönköping, Jönköping, 13:15 (Engelska)
Opponent
Handledare
Projekt
MURINET project (Multidisciplinary Research Network on Health and Disability in Europe, European Commission project funded within the Sixth Framework Programme, MRTN-CT-2006-035794).
Tillgänglig från: 2012-05-24 Skapad: 2012-05-23 Senast uppdaterad: 2018-01-12Bibliografiskt granskad

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