Exploring Participative Environments of Children with Learning and Physical Disabilities: Perspectives from Parents and Practitioners

It is unclear how parents and professionals working together can create environments that enhance the functioning and participation of children with disabilities. This study investigates parents’ and practitioners’ conceptions of the environmental factors and collaboration that support the participation of children with learning and physical disabilities. The data were collected from children’s parents, therapists, and teachers ( N = 10) through focus group discussions. The data were analyzed using qualitative content analysis based on an inductive approach. Various physical, psychological, and social barriers, along with a lack of collaboration in the child’s environment, were found to prevent the child’s full participation. Linking children’s therapy to everyday activities and learning was found to be the best way to improve children’s functioning and participation in all the environments studied. Adult collaboration based on a child-oriented approach was perceived as essential for enhancing the children’s functioning and participation and for fostering inclusion in school and everyday life.