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dc.contributor.authorLyons, Rena
dc.contributor.authorBrennan, Sara
dc.contributor.authorCarroll, Clare
dc.date.accessioned2016-04-25T13:16:25Z
dc.date.available2016-04-25T13:16:25Z
dc.date.issued2015-02-08
dc.identifier.citationLyons, R., Brennan, S. and Carroll, C. (2016) 'Exploring parental perspectives of participation in children with Down Syndrome'. Child Language Teaching & Therapy, 32 :79-93.en_IE
dc.identifier.issn1477-0865
dc.identifier.urihttp://hdl.handle.net/10379/5704
dc.description.abstractThe everyday lives of children with disabilities are not well understood, with few studies exploring how participation in everyday life is conceptualized and given meaning. The overall aims of this study were, first, to explore parental views of their children's participation and, second, to identify barriers and facilitators in relation to participation in everyday activities. A qualitative research strategy was adopted, whereby parents of children with Down syndrome (DS) aged 6-12 years were selected using purposive sampling. Five interviews with seven participants were audio-recorded and analysed using a framework approach whereby the overall research aims guided the analysis. Analysis of the data identified two main themes and seven sub-themes. The first theme was the value of participation. Parents reported that through participation in activities, their children developed skills that in turn enhanced their well-being and sense of belonging. The second theme was barriers and facilitators of participation, which included four subthemes: child factors, attitudes and views of others, modifications to the environment and logistical issues. Findings also illustrate how the child and his/her physical, social and attitudinal environments are inherently intertwined, with parents identifying the influence of several interacting factors on their child's participation in everyday activities. This study supports the view that while frameworks like the ICF have an important role in understanding disability, they need to be supplemented with personal experiences of children and others in their lives. Speech and language therapists need to consider activities and participation both from the perspective of factors within children themselves and also from the point of view of barriers and facilitators in the children's environment.en_IE
dc.formatapplication/pdfen_IE
dc.language.isoenen_IE
dc.publisherSAGE Publicationsen_IE
dc.relation.ispartofChild Language Teaching & Therapyen
dc.subjectDown Syndromeen_IE
dc.subjectParental perspectivesen_IE
dc.subjectParticipationen_IE
dc.subjectQuality of lifeen_IE
dc.subjectInternational classificationen_IE
dc.subjectChildhood disabilityen_IE
dc.subjectHealthen_IE
dc.subjectLanguageen_IE
dc.subjectYouthen_IE
dc.subjectPerceptionsen_IE
dc.subjectSpeechen_IE
dc.subjectSpeech and language therapyen_IE
dc.titleExploring parental perspectives of participation in children with Down Syndromeen_IE
dc.typeArticleen_IE
dc.date.updated2016-04-25T13:00:14Z
dc.identifier.doi10.1177/0265659015569549
dc.local.publishedsourcehttp://clt.sagepub.com/content/32/1/79en_IE
dc.description.peer-reviewedpeer-reviewed
dc.contributor.funder|~|
dc.internal.rssid10563079
dc.local.contactClare Carroll, Dept. Speech & Language Therapy, Nuig. 5384 Email: c.carroll@nuigalway.ie
dc.local.copyrightcheckedNo
dc.local.versionACCEPTED
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