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Children in South Africa with and without Intellectual Disabilities’ Rating of Their Frequency of Participation in Everyday Activities

Author

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  • Alecia Samuels

    (Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria 0028, South Africa)

  • Shakila Dada

    (Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria 0028, South Africa)

  • Karin Van Niekerk

    (Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria 0028, South Africa)

  • Patrik Arvidsson

    (CHILD Research Group, Swedish Institute for Disability Research, Jönköping University, 55111 Jönköping, Sweden
    Centre for Research & Development, Uppsala University, Region Gävleborg, 801 88 Gävle, Sweden)

  • Karina Huus

    (CHILD Research Group, Swedish Institute for Disability Research, Jönköping University, 55111 Jönköping, Sweden)

Abstract

In a low-and middle-income country (LMIC) such as South Africa, not much is known about how children with intellectual disabilities (ID) participate in everyday activities, as no studies to date have compared their participation to peers without ID from the same background. Using a newly developed, contextually valid measure of participation, Picture my Participation (PmP), 106 children with (73) and without ID (33), rated their frequency of participation in activities of daily living. Previous international research has established that children with ID tend to participate less frequently than children without ID in everyday activities outside of the school setting. However, much of this research is based on proxy ratings from caregivers rather than children with ID themselves. There is a growing body of evidence that suggests children with disabilities have uniquely different views of their own participation than their caregivers. The existing research evidence is also delimited to studies conducted predominantly in high income contexts (HICSs). Since it is universally acknowledged that participation patterns are affected by the environment, it is important to evaluate the generalizability of the current evidence to LMICs. The current study found that there were many similar patterns of participation between the two groups although significant differences were noted in social, community, leisure and self-care activities. We compare these results to findings from studies conducted in HICs and find that there are similarities but also differences across contexts. This study highlights the importance of gaining a child’s perspective of participation and understanding how intellectual disability can affect participation relative to peers without ID in LMICS.

Suggested Citation

  • Alecia Samuels & Shakila Dada & Karin Van Niekerk & Patrik Arvidsson & Karina Huus, 2020. "Children in South Africa with and without Intellectual Disabilities’ Rating of Their Frequency of Participation in Everyday Activities," IJERPH, MDPI, vol. 17(18), pages 1-12, September.
  • Handle: RePEc:gam:jijerp:v:17:y:2020:i:18:p:6702-:d:413589
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    References listed on IDEAS

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    1. Zifeng Liu & Dongsheng Yu & Wei Luo & Jing Yang & Jiaxuan Lu & Shuo Gao & Wenqing Li & Wei Zhao, 2014. "Impact of Oral Health Behaviors on Dental Caries in Children with Intellectual Disabilities in Guangzhou, China," IJERPH, MDPI, vol. 11(10), pages 1-13, October.
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    Cited by:

    1. Arne H. Eide & Dag Ofstad & Marit Støylen & Emil Hansen & Marikken Høiseth, 2022. "Participation and Inclusion of Children and Youth with Disabilities in Local Communities," IJERPH, MDPI, vol. 19(19), pages 1-15, September.
    2. Špela Golubović & Mirjana Đorđević & Snežana Ilić & Željka Nikolašević, 2022. "Engagement of Preschool-Aged Children in Daily Routines," IJERPH, MDPI, vol. 19(22), pages 1-14, November.

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