A comparison of the participation levels of Taiwanese children with autism spectrum disorders in inclusive vs. segregated settings

Publication Date

1-1-2020

Document Type

Article

Publication Title

International Journal of Inclusive Education

DOI

10.1080/13603116.2020.1777332

Abstract

The aim of this study was to help educators and clinicians better identify and understand the various participation levels of Taiwanese children with autism spectrum disorders (ASDs) in two different classroom settings. Greater participation is linked to positive health, developmental outcomes and improved physical and mental health. It is also considered a critical indicator of quality of life. However, general limitations are identified among the population of children with ASDs. One hundred four Taiwanese parents/caregivers of children with ASDs having a disability certificate with a moderate degree of severity completed the Chinese version of the Participation and Environment Measure for Children and Youth. Participation frequency and the extent of involvement were outcome variables to compare Taiwanese children with ASDs in inclusive versus segregated settings based on the perspectives of their parents/caregivers. The children with ASDs in inclusive settings demonstrated a greater involvement in community activities than those in segregated settings. Also, the findings of this study indicate that age, gender and extracurricular activities should be taken into consideration when developing intervention plans for improving participation levels for children with ASDs. The knowledge gained from this study has the potential to benefit children, parents, educators, and clinicians.

Keywords

children with autism spectrum disorders, inclusive, Participation, segregated settings

Department

Occupational Therapy

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