Skip to main content
SpringerLink
Log in

Occupation

  • Chapter
  • First Online:
Children with Special Needs

Part of the book series: SpringerBriefs in Social Work ((BRIEFSSOWO))

  • 183 Accesses

Abstract

Globally, the lack of educational opportunities for children with disabilities is a big dilemma. Going to school provides opportunities to develop one’s full potential in terms of both knowledge and skills but also opportunities to develop social relationships. The children who are excluded from traditional schooling also run the risk of falling into poverty. In the Western world today, there is a political goal to include children with disabilities in schools intended primarily for children without disabilities. The idea behind it is to make children with disabilities visible, and thereby reduce the negative attitudes of society. There is a debate in the scientific community today about the pros and cons of including children with disabilities in schools designed and planned for children without disabilities. There is still no clear answer as to what is right or wrong—integrated or segregated schools and schooling. What is known is that unless the child’s individual needs can be met by all parties involved, inclusion will not be successful. The inclusion of a child with disabilities in a “regular” school places high demands on all involved, both in terms of transferring knowledge and in terms of the attitudes and behaviors of peers.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 49.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Asprey A, Nash T (2006) The importance of awareness and communication for the inclusion of young people with life limiting and life-threatening conditions in mainstream schools and colleges. Br J Spec Educ 33:10–18

    Article  Google Scholar 

  • Baumeister RF, Leary MR (1995) The need to belong: desire for interpersonal attachments as a function of human motivation. Psychol Bull 117:497–529

    Article  PubMed  Google Scholar 

  • Berry T, Dawkins B (2004) Don’t count me out. MENCAP, London

    Google Scholar 

  • Bines H, Lei P (2011) Disability and education: the longest road to inclusion. Int J Educ Dev 31:419–424

    Article  Google Scholar 

  • Blecker NS, Boakes NJ (2010) Creating a learning environment for all children: are teachers able and willing? Int J Incl Educ 14:435–447

    Article  Google Scholar 

  • Bourke S, Burgman I (2010) Coping with bullying in Australian schools: how children with disabilities experience support from friends, parents, and teachers. Disabil Soc 25:359–371

    Article  Google Scholar 

  • Brodin J, Claesson I (1998) The third wheel – to be a respite caregiver by profession. Eur J Spec Needs Educ 13:238–242

    Article  Google Scholar 

  • Chan JB, Sigafoss J (2001) Does respite care reduce parental stress in families with developmentally disabled children? LTWA 30:253–263

    Google Scholar 

  • Cologon K (2020) Is inclusive education really for everyone? Family stories of children and young people labelled with “severe and multiple” or “profound disabilities”. Res Pap Educ 37:395–417

    Article  Google Scholar 

  • Cramer H, Carlin J (2008) Family-based short breaks (respite) for disabled children: results from the fourth national survey. Br J Soc Work 38:1060–1075

    Article  Google Scholar 

  • DeBoer A, Pijl SJ, Minnaert A (2012) Students’ attitudes towards peers with disabilities: a review of the literature. IJDDE 59:379–392

    Google Scholar 

  • Dixon R (2006) A framework for managing bullying that involves students who are deaf or hearing impaired. Deaf Educ Int 8:11–32

    Article  Google Scholar 

  • Dye TR (2002) Understanding public policy. Prentice Hall, Upper Saddle River

    Google Scholar 

  • Fragala-Pinkham M, Haley SM, Rabin J, Kharasch VS (2005) A fitness program for children with disabilities. J Am Phys Ther Assoc Phys Ther 85:1182–1200

    Google Scholar 

  • Guralnick MJ, Neville B (1997) Designing early intervention programs to promote children’s social competence. In: Gulnarick MJ (ed) The effectiveness of early intervention. Paul Brooks Publishing, Baltimore, pp 579–610

    Google Scholar 

  • Hantrais L (2004) Family policy matters: responding to family change in Europe. The Policy Press, Bristol

    Book  Google Scholar 

  • Hogan A, McLellan A, Bauman A (2000) Health promotion needs of young people with disabilities – a population study. Disabil Rehabil 22:352–357

    Article  PubMed  Google Scholar 

  • Iyanda AE (2022) Bullying victimization of children with mental, emotional, and developmental, or behavioral disorders in the United States. JCAT 115:221–233

    Google Scholar 

  • Kolb S, Hanley-Maxwell C (2003) Critical social skills for adolescents with high incidence disabilities; parental perspectives. Except Child 69:163–179

    Article  Google Scholar 

  • Kolehmainen N, Francis JJ, Ramsay CR, Owen C, McKee L, Ketelaar M, Rosenbaum P (2001) Participation in physical play and leisure: developing a theory- and evidence-based intervention for children with motor impairments. BMC Pediatr 11:1. http://www.biomedcentral.com/1471-2431/11/100

    Google Scholar 

  • Koster M, Nakken H, Pijl S, vanHooten E (2009) Being part of the peer group: a literature study focusing on the social dimension of inclusion in education. Int J Incl Educ 13:117–140

    Article  Google Scholar 

  • Leyser Y (2002) Choices of instructional practices and efficacy beliefs of Israeli general and special educators: a cross-cultural research initiative. Teach Educ Spec Educ 25:154–167

    Article  Google Scholar 

  • Little C, deLeeuw RR, Andriana E, Zanuttini J, David E (2020) Perspectives from students with disabilities on friendship and acceptance. IJDDE 69. https://doi.org/10.1080/1034912X.2020.1837352

  • McArthur J, Gaffney M (2001) Bullied and teased or just another kid? The social experience of students with disabilities at school. New Zeeland Council for Educational Research, Wellington

    Google Scholar 

  • McConkey R (2005) Fair shares? Supporting families caring for adult persons with intellectual disabilities. J Intellect Disabil Res 49:183–190

    Article  Google Scholar 

  • McDougall J, DeWit D, King G, Miller L, Killip S (2004) High school-aged youths’ attitudes towards their peers with disabilities: the role of school and student interpersonal factors. Int J Dev Educ 51:287–313

    Google Scholar 

  • Miles-Bonart S (2002) A look at variables affecting parent satisfaction with IEP meetings. In No child left behind: the vital role of rural schools. 22nd annual national conference proceedings of the American council on rural special education, 7–9 March

    Google Scholar 

  • Neufeld SM, Query B, Drummon JE (2001) Respite care users who have children with chronic conditions: are they getting a break? J Pediatr Nurs 16:234–244

    Article  PubMed  Google Scholar 

  • Office for National Statistics (2021) Outcomes for disabled people in the UK: 2021. Office for National Statistics. https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/disability/articles/outcomesfordisabledpeopleintheuk/2021

  • Parker JG, Asher S (1987) Peer relations and later personal adjustments: are low-accepted children at risk? Psychol Bull 102:357–389

    Article  PubMed  Google Scholar 

  • Pollock N, Steward D, Law M, Sahaigan-Whalen S, Harvey S, Toal C (1997) The meaning of play for young people with physical disabilities. Can J Occup Ther 64:25–31

    Article  Google Scholar 

  • Rehm RS, Rohn JA (2002) Parents’, nurses’ and educators’ perceptions of risks and benefits of school attendance by children who are medically fragile/technology dependent. J Pediatr Nurs 17:345–353

    Article  PubMed  Google Scholar 

  • Reid R, Gonzalez JE, Trout A, Epstein MH (2004) A meta-analysis of academic status of students with emotional/behavioral disturbance. J Spec Educ 38:130–143

    Article  Google Scholar 

  • Rigby K (2007) Ken Rigby. http://www.kenrigby.net

  • Robertson J, Emerson E, Gregory N, Hatton C, Turner S, Kessissoglou S, Hallam A (2000) Lifestyle related risk factors for poor health in residential settings for people with intellectual disabilities. Res Dev Disabil 21:469–486

    Article  PubMed  Google Scholar 

  • Robinson C, Stalker K (1993) Patterns of provision in respite care and the children act. Br J Soc Work 23:45–63

    Google Scholar 

  • Rosenbaum P, Armstrong R, King S (1988) Determinants of children’s attitude toward disability: A review of evidence. Child: Care, Health and Development 17:32–39

    Google Scholar 

  • Sanders CE (2004) What is bullying? In: Sanders CE, Phye GD (eds) Bullying implications for the classroom. Elsevier Academic Press, New York, pp 1–16

    Google Scholar 

  • Shields N, Synnot AJ, Barr M (2012) Perceived barriers and facilitators to physical activity for children with disability: a systematic review. BJSM 46:989–997

    Article  PubMed  Google Scholar 

  • Skar L (2002) Disabled children’s perceptions of technical aids, assistance, and peers in play situations. Scand J Caring Sci 16:27–33

    Article  PubMed  Google Scholar 

  • Solarsh G, Hofman KJ (2006) Developmental disabilities. In: Jamison DT, Feachem RG, Makgoba MW (eds) Disease and mortality in Sub-Saharan Africa, 2nd edn. World Bank, Washington, DC, pp 125–147

    Google Scholar 

  • Stagnetti K (2004) Understanding play: the implications for play assessment. Aust Occup Ther J 51:3–12

    Article  Google Scholar 

  • Tamm M, Skär L (2000) How I play: roles and relations in the play situations of children with restricted mobility. Scand J Occup Ther 7:174–182

    Article  Google Scholar 

  • Taras H, Potts-Datema W (2005) Chronic health conditions and student performance at school. J Sch Health 75:255–266

    Article  PubMed  Google Scholar 

  • Taylor SJ (2000) You’re not retard, you’re just wise. J Contemp Ethnogr 29:58–92

    Article  Google Scholar 

  • Todd S (2000) Working in the public and the private domains: staff management of community activities for and the identities of people with intellectual disabilities. J Intellect Disabil Res 44:600–620

    Article  PubMed  Google Scholar 

  • Treneman M, Corkery A, Dowdney L, Hammond J (1997) Respite care needs – met and unmet: assessment of needs for children with disability. DMCN 39:548–553

    Google Scholar 

  • Wilhite B, Shank J (2009) In praise of sport: promoting sport participation as a mechanism of health among persons with a disability. Disabil Health J 2:116–127

    Article  PubMed  Google Scholar 

  • Wilson PE, Clayton GH (2010) Sports and disability. AAPM Rehabil 1:46–54

    Google Scholar 

  • Wolfson RC, Harker M, Lowe D, Shields M, Mackintosh H (2007) Consulting with children and young people who have disabilities: views on accessibility to education. Br J Spec Educ 34:40–49

    Article  Google Scholar 

  • Woodyatt G, Rodgers S (2006) Communication and social skills for occupational engagement. In: Rodger S, Ziviani J (eds) Occupational therapy with children: understanding children’s occupations and enabling participation. Blackwell, Carlton, pp 158–176

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Pediatric Dentistry, Faculty of Odontology, Malmö University, Malmö, Sweden

    Ulrika Hallberg & Gunilla Klingberg

Authors
  1. Ulrika Hallberg
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Gunilla Klingberg
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Hallberg, U., Klingberg, G. (2023). Occupation. In: Children with Special Needs . SpringerBriefs in Social Work. Springer, Cham. https://doi.org/10.1007/978-3-031-28513-4_4

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-28513-4_4

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-28512-7

  • Online ISBN: 978-3-031-28513-4

  • eBook Packages: MedicineMedicine (R0)

Publish with us

Policies and ethics

Search

Navigation