School placement and participation of Chilean young people with cerebral palsy

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datacite.alternateIdentifier.citationInternational Journal of inclusive Education, 26 (14), 1366-1347, 2022
datacite.alternateIdentifier.doi10.1080/13603116.2020.1807625
datacite.alternateIdentifier.issn1360-3116
datacite.creatorPerez-Salas, Claudia P.
datacite.creatorOrtega, Alonso
datacite.creatorParra, Victoria Sandoval
datacite.creatorRosenbaum, Peter L.
datacite.date2022
datacite.rightsRegistro Bibliográfico
datacite.subjectAdolescents
datacite.subjectCerebral Palsy
datacite.subjectMotor Functionality
datacite.subjectParticipation
datacite.subjectReceptive Language
datacite.subjectSchool Placement
datacite.titleSchool placement and participation of Chilean young people with cerebral palsy
dc.description.abstractPeople with Cerebral Palsy (CP) face barriers to participate in social and educational environments. This study focuses on the contribution of school placement, controlling by motor functionality and receptive vocabulary, over several domains of participation. A cross-sectional study was conducted with 123 preadolescents and adolescents with CP, from both special and regular school systems of Chile. A quantitative approach was employed using standardised instruments (i.e. Life habits questionnaire, Gross Motor Function Classification System Expanded and Revised, and Picture Vocabulary Test Revised). Results suggest that preadolescents participation is significantly predicted by motor functionality and receptive language in all domains of participation, but for interpersonal relationship and community. For adolescents, school placement explained a significant amount of the variance for mobility, responsibility, and community participation, besides the variability explained by motor functionality and receptive language. Attending special schools exerts a negative influence on some participation domains, including mobility, responsibility, community life and recreation. Our findings support the importance of considering inclusive educational programmes as a critical aspect to improve wellbeing of people with CP, while also furthering their rights of participation. © 2022 Elsevier B.V., All rights reserved.
dc.identifier.issn1464-5173
dc.language.isoen
dc.publisherRoutledge
dc.sourceInternational Journal of inclusive Education
dspace.entity.typePublication
oaire.citationEdition2022
oaire.citationEndPage1366
oaire.citationIssue14
oaire.citationStartPage1347
oaire.citationTitleInternational Journal of inclusive Education
oaire.citationVolume26
oaire.fundingReferenceCONICYT FONDECYT 11110358 (Regular)
oaire.fundingReferenceInstituto Teletón Concepción
oaire.fundingReferenceSecretaría Ministerial de Educación Región del Biobío
oaire.licenseConditionCopyright © Taylor & francis Group, 2020
oaire.resourceTypeArtículo
oaire.resourceType.enArticle
uct.catalogadorjvu
uct.comunidadDesarrollo e Innovación Docenteen_US
uct.departamentoDepartamento de Infancia y Educación Básica
uct.facultadFacultad de Educación
uct.indizacionSocial Sciences Citation Index - SSCI
uct.indizacionScopus
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