@misc{10481/59496,
year = {2019},
month = {1},
url = {http://hdl.handle.net/10481/59496},
abstract = {In order to make informed decisions about how best to support children and young people
with disabilities, effective strategies that facilitate active and meaningful participation in
school are required. Clinical factors, diagnosis or impairments somewhat helpful in determining
what should be provided in interventions. However, clinical factors alone will not offer
a clear view of how to support participation. It is helpful then to look at wider psychosocial
and environmental factors. The aim of this review was to synthesise evidence of psychosocial
and environmental factors associated with school participation of 4–12 year old children
with disabilities to inform the development of participation-fostering interventions  We identified 1828 papers in the initial search. Seventy two papers were included in the final
synthesis. Synthesis of findings led to three overarching mechanisms representing psychosocial
factors for children (1) identity (2) competence and (3) experience of mind and body.
Environmental aspects (context) compromised five interrelated areas: (1) structures and
organization, (2) peers, (3) adults, (4) space and (5) objects. Our synthesis provides insights
on how professionals may organize efforts to improve children’s participation. Consideration
of these findings will help to proactively deal with suboptimal participation outcomes. Development
of theoretically determined assessments and interventions for management of
school participation are now required.},
organization = {Funding for this work was received from
the Salvesen Mindroom Centre for Learning
Difficulties.},
publisher = {PLOS},
title = {Participation of children with disabilities in school: A realist systematic review of psychosocial and environmental factors},
doi = {10.1371/journal. pone.0210511},
author = {Maciver, Donald and Romero-Ayuso, Dulce},
}