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Partnership Working among Families, Therapists and Educationalists to Enhance Collaboration Enabling Participation of Children with Intellectual Disabilities

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  • Anu Kinnunen

    (Department of Future Health Services, Lapland University of Applied Sciences, 94600 Kemi, Finland
    Department of Participation and Functional Capacity, Lapland University of Applied Sciences, Jokiväylä 11, 96300 Rovaniemi, Finland)

  • Annastiina Vesterinen

    (Department of Sustainable Wellbeing, South-Eastern Finland University of Applied Sciences, 50100 Mikkeli, Finland)

  • Anu Kippola-Pääkkönen

    (Department of Participation and Functional Capacity, Lapland University of Applied Sciences, Jokiväylä 11, 96300 Rovaniemi, Finland)

  • Maarit Karhula

    (Department of Sustainable Wellbeing, South-Eastern Finland University of Applied Sciences, 50100 Mikkeli, Finland
    Research Department, Social Insurance Institution of Finland, 00250 Helsinki, Finland)

Abstract

Backround : The collaboration of families, therapists and educationalists has been found to be an important factor in the successful rehabilitation of children with intellectual disabilities. Previous studies have focused on the effects of therapies and the perspectives of parents on collaboration in rehabilitiation. This study aims to describe the facilitators of, and barriers to, collaboration with adults in enhancing the participation of children with intellectual disabilities in education environments. Methods : In a qualitative study, the data were collected in 2021–2022 through individual interviews with parents ( n = 16), focus group interviews ( n = 17) with education professionals and an online survey tool with open-ended questions from therapists ( n = 309). The data were analyzed using thematic analysis. Results : Two overaching themes were identified: the prerequisites of collaboration and the sharing of expertise in collaboration from the perspective of all the participants, which included the factors facilitating and hindering collaboration. Conclusions: In optimizing the benefits of collaboration, all these themes are essential to enhancing functioning and participation. There is a need for the development of participatory practises to improve and intensify collaboration. The development of collaboration and practises should be supported by the managers. Digital solutions should be further explored in order to improve the partnership of adults and children.

Suggested Citation

  • Anu Kinnunen & Annastiina Vesterinen & Anu Kippola-Pääkkönen & Maarit Karhula, 2023. "Partnership Working among Families, Therapists and Educationalists to Enhance Collaboration Enabling Participation of Children with Intellectual Disabilities," Disabilities, MDPI, vol. 3(3), pages 1-14, August.
    • Handle: RePEc:gam:jdisab:v:3:y:2023:i:3:p:26-409:d:1210875
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    References listed on IDEAS

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    1. Shakila Dada & Kirsty Bastable & Liezl Schlebusch & Santoshi Halder, 2020. "The Participation of Children with Intellectual Disabilities: Including the Voices of Children and Their Caregivers in India and South Africa," IJERPH, MDPI, vol. 17(18), pages 1-13, September.
    2. Ya-Tzu Liao & Ai-Wen Hwang & Hua-Fang Liao & Mats Granlund & Lin-Ju Kang, 2019. "Understanding the Participation in Home, School, and Community Activities Reported by Children with Disabilities and Their Parents: A Pilot Study," IJERPH, MDPI, vol. 16(12), pages 1-14, June.
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