Participation in school environment of children and youth with disabilities: a person-oriented approach

This study investigated patterns of interrelated positive subject and environmental factors related to participation in school activities of pupils with different kinds of disabilities. Questionnaires concerning participation were collected from 472 pupils with disabilities and their teachers, parents and special education consultants. A person-oriented approach with the aim to identify patterns of variables related to a high degree of participation of pupils with disabilities was used. Cluster-groups were formed based on scores for individual subjects on factors identified as important for participation. Groups with a high degree of participation were characterized by high scores in autonomy and perceived interaction with peers and teachers and an internal locus of control. Type and degree of disability did not predict cluster group membership. A conclusion is that the outcome participation is better predicted by patterns of interrelated positive subject and environmental factors than by type of disability or any other single factor.     

Multiple Microswitches for Multiple Responses with Children with Profound Disabilities

Abstract

Several components of motivation for exercise were investigated in a sample of 51 subjects who participated in a five-month exercise program designed for people with back pain. Assessment of motivation was made prior to the program using a self-report questionnaire. Tests were made of the motivational factors' ability to classify subjects as higher or lower adherers. A combination of age, perceived lack of time to exercise, expected consequences of not taking action to relieve the back pain, and adherence self-efficacy, resulted in a logistic regression model that correctly identified 96% of the higher adherers and 84% of the lower adherers after five months of participation. The present pilot study offers preliminary data on potentially influential motivational components. In addition, the results clearly support the notion that motivation is best viewed as a complex psychological construct, thus indicating that assessments of motivation should be multifactorial.