香港残疾及非残疾儿童在家庭、学校及社区的参与情况:一项为期两年的纵向研究。

Pak-Ho Choi, Pui-Sze Ma, Wai-Ying Mak, Nga-Pan Mok, Yuen Yi Cynthia Lai, Chi-Wen Chien
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引用次数: 0

摘要

背景:据报道,残疾儿童比正常发育的同龄人参加的活动要少。然而,由于有限的纵向研究,随着时间的推移,他们参与的改善或恶化仍然不清楚。香港也没有进行研究来描述儿童随时间的活动参与情况。目的:探讨香港残疾儿童和非残疾儿童参与模式的变化。方法:从4所学校招募34名残疾儿童和138名非残疾儿童。他们的父母在两年内完成了两次儿童和青少年参与和环境调查。结果:2年后,两组儿童都发现使用电子设备的频率更高,而在家进行室内游戏的频率更低。他们也更频繁地参加学校的课外活动、活动和实地考察。然而,社区活动的频率在两组中保持相对稳定。他们参与家庭、学校和社区活动的程度几乎没有变化。结论:随着时间的推移,参与一些家庭和学校活动的人数有所增加,这一发现令人鼓舞。然而,残疾儿童对其他活动的参与保持稳定或可能减少,需要进一步努力促进他们的参与。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Participation of children with and without disabilities in home, school, and community in Hong Kong: A 2-year longitudinal study.

Participation of children with and without disabilities in home, school, and community in Hong Kong: A 2-year longitudinal study.

Participation of children with and without disabilities in home, school, and community in Hong Kong: A 2-year longitudinal study.

Participation of children with and without disabilities in home, school, and community in Hong Kong: A 2-year longitudinal study.

Background: Children with disabilities are reported to participate less in activities than their typically developing peers. However, owing to limited longitudinal studies, improvements or deteriorations in their participation over time remain unclear. No studies were also conducted in Hong Kong to describe children's activity participation over time.

Aim: To investigate the changes in participation patterns of Hong Kong children with and without disabilities.

Methods: Thirty-four children with disabilities and 138 without disabilities were recruited from four schools. Their parents completed the Participation and Environment Measure for Children and Youth twice over 2 years.

Results: After 2 years, both groups of children were found to engage more frequently in using electronic devices and less frequently in indoor play activities/games at home. They also participated more often in school extra-curriculum activities, events and field trips. However, the frequency of community activities remained relatively stable in the two groups. No changes in their levels of involvement in almost of home, school and community activities were identified.

Conclusion: The findings of increased participation in some home and school activities over time are encouraging. However, stable or possibly decreased participation of children with disabilities in other activities requires further efforts in promoting their participation.

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