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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
Jönköping University, School of Education and Communication, HLK, CHILD.
Jönköping University, School of Education and Communication, HLK, CHILD.
Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.ORCID iD: 0000-0001-9597-039X
2012 (English)In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 15, no 4, p. 274-283Article 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.

Place, publisher, year, edition, pages
2012. Vol. 15, no 4, p. 274-283
Keyword [en]
ICF-CY, qualifiers, participation, involvement, disability, education
National Category
Medical and Health Sciences
Identifiers
URN: urn:nbn:se:hj:diva-20200DOI: 10.3109/17518423.2012.689780ISI: 000305963900005OAI: oai:DiVA.org:hj-20200DiVA, id: diva2:583848
Available from: 2013-01-08 Created: 2013-01-08 Last updated: 2017-12-06Bibliographically approved
In thesis
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)
Open this publication in new window or tab >>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 (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. p. 200
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
Participation, involvement, frequency, child, ICF-CY, inclusive educa-tion, policy
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hj:diva-18079 (URN)978-91-628-8484-0 (ISBN)
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: 2018-01-12Bibliographically approved

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Maxwell, GregorGranlund, Mats

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