Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/26321
Title: Living an inclusive life : perceptions of children with neurodevelopmental disorders
Authors: Bartoli, Sheryl Ann
Keywords: Developmentally disabled children -- Malta
Social integration -- Malta
Issue Date: 2017
Abstract: This study has aimed to understand the perceptions on inclusion of three children with neurodevelopmental difficulties through the adoption of emancipatory research principles. Through the voices of these three children we learnt about the experienced barriers to their full inclusion in the social world and the type of support they desired. This was achieved through the Mosaic approach (Clark & Moss, 2005), a research method that allows the participants to express their views using a combination of techniques, creating a living picture of the child‟s life. This study specifically intended to target children with high-functioning and hidden impairments since very little is known about the needs of this group of youngsters (Humphrey & Parkinson, 2006). The three participants selected through purposeful sampling were (1) diagnosed with a neurodevelopmental disorder, (2) were males, (3) were between the ages of 7-11 years, and (4) were verbal and capable of engaging in a discussion. Children diagnosed with co-morbid conditions were excluded. The Mosaic approach was initiated with an interview that was led by a child-friendly interview guide, adapted from the client-centred Canadian Occupational Performance Measure (COPM). Following this, both traditional and participatory methods were adopted during the data collection process as guided by the Mosaic approach (Clark & Moss, 2011). Three main themes emerged from the stories of the participants which portray the complexity of lived experiences concerning inclusion. The main themes are one‟s desire for a sense of belonging, identity, and the influence of the environment. It has been identified that the meaning of successful participation amongst the contributors consists of the following components: (1) a feeling of belonging amongst friends, (2) being able to perform a task to their satisfactory level, and (3) having a degree of autonomy in different activities. The stories of the three children indicate overall positive perceptions towards their own inclusion. Nevertheless, it is identified that the three components defining successful participation mentioned above were not always met to their entire contentment, mainly in the school and leisure environments. Through meticulous analysis it was recognised that social attributes were the main factors influencing a child‟s inclusion in different contexts. While social acceptance was the primary factor which enhanced their inclusion levels, negative social attitudes were considered as being their main barrier. Parental values were also found to have considerable impact on a child‟s inclusion in daily occupations. The social model of disability was used to guide the process of this research which, in assimilation to Canadian occupational guidelines and the Mosaic approach, brought forward the voices of children with neurodevelopmental difficulties so as to bring about the desired change. The findings of this study are consistent with the social model of disability perspective that directs focus onto the role of society in creating disabling environments (Oliver, 2013).
Description: M.A.DISABILITY STUD.
URI: https://www.um.edu.mt/library/oar//handle/123456789/26321
Appears in Collections:Dissertations - FacSoW - 2017
Dissertations - FacSoWDSU - 2017

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