The aim of this study was to gain an in-depth knowledge about children with disabilities lived experiences of participation in regular schools in Austria. Qualitative interviews were conducted with 5 children. Data were analyzed according to the descriptive phenomenological method. Children with disabilities appreciated attending regular schools. Being a part of school life was identified to include experiences of participation and nonparticipation. Different aspects of the environment influence experiences of participation and awareness of differences are facilitated through interaction with peers. Together, the findings complement empirical insights to the understanding of experienced and performed involvement combined with subjective dimensions of environmental features that influence participation.
Journal of Occupational Therapy, Schools and Early Intervention, 2011, Vol 4, p. 260-275
Participation, experience, phenomonology, occupational therapy, children with disabilitities, school, ICF