Is It Really Accessibility: A Qualitative Study About School Accessibility

Abstract

Purpose: Cerebral palsy (CP) refers to a group of disorders; occurring as aresult of a non-progressive impairment of the developing central nervoussystem. The aim of our study is to identify howuniversal designed school environment effects the participation level of thechildren with CP. Material and Methods:The study was done in SERÇEV Occupational and Technical Anatolian High School forchildren ith CP. The school was evaluated by ADA Environment Assesment. Semi-structured interviews with the studentand the family were done to identify the barriers for school participation.Children’s gross motor skills were evaluated by The Gross Motor FunctionClassification System (GMFCS), hand functions by Manual Ability ClassificationSystem (MACS) and communication skills by Communication Function ClassificationSystem (CFCS). Data were analyzed by SPSS 21 and semi-structuredinterviews were analized with MAXQDA. Results:28 children with CP (m:16, f:12) between15-20 years (mean 16.9 ± 1.3 years)were included. Participation problems during elevator and toilet use and architecturallayout of recreational areas were indicated as causes of participation problems(p<0.05). Discussion: Additionally to design universaldesigned schools; interdyciplinary team work including occupational therapistsand architects may improve school participation of children with disabilities.

Keywords

• Sağlık Kurumları Yönetimi

Files

Only the metadata of this record is published.

References

1. Anaby, D., Hand, C., Bradley, L., DiRezze, B., Forhan, M., DiGiacomo, A., et al. (2013). The effect of the environment on participation of children and youth with disabilities: a scoping review. Disabil Rehabil, 35(19), 1589-1598.
2. Anaby, D., Law, M., Coster, W., Bedell, G., Khetani, M., Avery, L., et al. (2014). The mediating role of the environment in explaining participation of children and youth with and without disabilities across home, school, and community. Arch Phys Med Rehabil, 95(5), 908-917.
3. Di Marino, E., Tremblay, S., Khetani, M., & Anaby, D. (2018). The effect of child, family and environmental factors on the participation of young children with disabilities. Disabil Health J, 11(1), 36-42.
4. Eliasson, A. C., Krumlinde-Sundholm, L., Rösblad, B., Beckung, E., Arner, M., Öhrvall, A. M., et al. (2006). The Manual Ability Classification System (MACS) for children with cerebral palsy: scale development and evidence of validity and reliability. Dev Med Child Neurol, 48(7), 549-554.
5. Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. J Adv Nurs, 62(1), 107-115.
6. Hidecker, M. J. C., Ho, N. T., Dodge, N., Hurvitz, E. A., Slaughter, J., Workinger, M. S., et al. (2012). Inter‐relationships of functional status in cerebral palsy: analyzing gross motor function, manual ability, and communication function classification systems in children. Dev Med Child Neurol, 54(8), 737-742.
7. Hidecker, M. J. C., Paneth, N., Rosenbaum, P. L., Kent, R. D., Lillie, J., Eulenberg, J. B., et al. (2011). Developing and validating the Communication Function Classification System for individuals with cerebral palsy. Dev Med Child Neurol, 53(8), 704-710.
8. King, G., Lawm, M., King, S., Rosenbaum, P., Kertoy, M. K., & Young, N. L. (2003). A conceptual model of the factors affecting the recreation and leisure participation of children with disabilities. Phys Occup Ther Pediatr, 23(1), 63-90.
9. Larson, R. W. (2000). Toward a psychology of positive youth development. Am Psychol, 55(1), 170.
10. Larson, R. W., & Verma, S. (1999). How children and adolescents spend time across the world: work, play, and developmental opportunities. Psychol Bull, 125(6), 701.
11. Lauterpacht, H. (1948). The Universal Declaration of Human Rights. Brit. YB Int'l L., 25, 354.
12. Law, M., Finkelman, S., Hurley, P., Rosenbaum, P., King, S., King, G., et al. (2004). Participation of children with physical disabilities: relationships with diagnosis, physical function, and demographic variables. Scand J Occup Ther, 11(4), 156-162.
13. Law, M., Haight, M., Milroy, B., Willms, D., Stewart, D., & Rosenbaum, P. (1999). Environmental factors affecting the occupations of children with physical disabilities. Journal of occupational science, 6(3), 102-110.
14. Lawlor, K., Mihaylov, S., Welsh, B., Jarvis, S., & Colver, A. (2006). A qualitative study of the physical, social and attitudinal environments influencing the participation of children with cerebral palsy in northeast England. Pediatric Rehabilitation, 9(3), 219-228.
15. Lenker, J., & Perez, B. (2014). The role of occupational therapists in universal design research. Occupational Therapy Now, 16(5), 13.
16. Özhancı, E., Aklıbaşında, M., & Tırnakçı, A. (2018). The disability standards and unimpeded design at Nevşehir Haci Bektas Veli Unıversity Campus. Akademik Ziraat Dergisi, 7(1), 83-92.
17. Rosenbaum, P., Palisano, R., Walter, S., Russell, D., Wood, E., & Galuppi, B. (1997). Gross motor function classification system (gmfcs). Dev Med Child Neurol, 39, 214-23.
18. Tieman, B. L., Palisano, R. J., Gracely, E. J., & Rosenbaum, P. L. (2004). Gross motor capability and performance of mobility in children with cerebral palsy: a comparison across home, school, and outdoors/community settings. Physical Therapy, 84(5), 419-429.
19. World Health Organization. (2011). World report on disability: World Health Organization.
20. Žgur, E. (2012). School process role for children with cerebral palsy. East J Med, 17(4), 213-216.

Cite this publication

@article{bumin2018is,
  author = {Bumin, Gonca and Kars,, Sinem and Huri, Meral and Kay{\i}han, H{\"u}lya},
  title = {{Is It Really Accessibility: A Qualitative Study About School Accessibility}},
  journal = {Journal of Occupational Therapy and Rehabilitation},
  volume = {7},
  number = {3},
  pages = {129--134},
  publisher = {Hacettepe {\"U}niversitesi},
  year = {2018},
  issn = {2147-8945},
  doi = {10.30720/ered.513105},
  url = {https://hacettepe.hbtech.com.tr/en/publication/is-it-really-accessibility-a-qualitative-study-about-school-accessibility},
  language = {en},
  keywords = {Sa{\u{g}}l{\i}k Kurumlar{\i} Y{\"o}netimi},
  abstract = {Purpose: Cerebral palsy (CP) refers to a group of disorders; occurring as aresult of a non-progressive impairment of the developing central nervoussystem. The aim of our study is to identify howuniversal designed school environment effects the participation level of thechildren with CP. Material and Methods:The study was done in SER{\c{C}}EV Occupational and Technical Anatolian High School forchildren ith CP. The school was evaluated by ADA Environment Assesment. Semi-structured interviews with the studentand the family were done to identify the barriers for school participation.Children's gross motor skills were evaluated by The Gross Motor FunctionClassification System (GMFCS), hand functions by Manual Ability ClassificationSystem (MACS) and communication skills by Communication Function ClassificationSystem (CFCS). Data were analyzed by SPSS 21 and semi-structuredinterviews were analized with MAXQDA. Results:28 children with CP (m:16, f:12) between15-20 years (mean 16.9 ± 1.3 years)were included. Participation problems during elevator and toilet use and architecturallayout of recreational areas were indicated as causes of participation problems(p\<0.05). Discussion: Additionally to design universaldesigned schools; interdyciplinary team work including occupational therapistsand architects may improve school participation of children with disabilities.},
  affiliation = {HACETTEPE {\"U}N{\.I}VERS{\.I}TES{\.I} and HACETTEPE {\"U}N{\.I}VERS{\.I}TES{\.I} and HACETTEPE {\"U}N{\.I}VERS{\.I}TES{\.I} and HACETTEPE {\"U}N{\.I}VERS{\.I}TES{\.I}}
}

TY  - JOUR
AU  - Bumin, Gonca
AU  - Kars,, Sinem
AU  - Huri, Meral
AU  - Kayıhan, Hülya
TI  - Is It Really Accessibility: A Qualitative Study About School Accessibility
T2  - Journal of Occupational Therapy and Rehabilitation
VL  - 7
IS  - 3
PY  - 2018
SP  - 129
EP  - 134
PB  - Hacettepe Üniversitesi
SN  - 2147-8945
DO  - 10.30720/ered.513105
UR  - https://hacettepe.hbtech.com.tr/en/publication/is-it-really-accessibility-a-qualitative-study-about-school-accessibility
AB  - Purpose: Cerebral palsy (CP) refers to a group of disorders; occurring as aresult of a non-progressive impairment of the developing central nervoussystem. The aim of our study is to identify howuniversal designed school environment effects the participation level of thechildren with CP. Material and Methods:The study was done in SERÇEV Occupational and Technical Anatolian High School forchildren ith CP. The school was evaluated by ADA Environment Assesment. Semi-structured interviews with the studentand the family were done to identify the barriers for school participation.Children’s gross motor skills were evaluated by The Gross Motor FunctionClassification System (GMFCS), hand functions by Manual Ability ClassificationSystem (MACS) and communication skills by Communication Function ClassificationSystem (CFCS). Data were analyzed by SPSS 21 and semi-structuredinterviews were analized with MAXQDA. Results:28 children with CP (m:16, f:12) between15-20 years (mean 16.9 ± 1.3 years)were included. Participation problems during elevator and toilet use and architecturallayout of recreational areas were indicated as causes of participation problems(p<0.05). Discussion: Additionally to design universaldesigned schools; interdyciplinary team work including occupational therapistsand architects may improve school participation of children with disabilities.
KW  - Sağlık Kurumları Yönetimi
LA  - en
AD  - HACETTEPE ÜNİVERSİTESİ
AD  - HACETTEPE ÜNİVERSİTESİ
AD  - HACETTEPE ÜNİVERSİTESİ
AD  - HACETTEPE ÜNİVERSİTESİ
ER  -