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    Original Articles

    Perceived participation. A comparison of students with disabilities and students without disabilities

    Authors:

    Lilly Eriksson ,

    Doctoral student Medical science, member of the CHILD research program
    About Lilly
    Doctoral student
    X close

    Mats Granlund

    Especially disability, intervention and health, Mälardalen University and ALA-research foundation, Sweden, SE
    About Mats
    PhD, Professor of Psychology
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    Abstract

    According to a recent study (Almqvist & Granlund, accepted), participation is not strongly related to type and degree of disability but probably to the context of the individual as well as generic personal factors. Such diverse factors can over time become orchestrated and pull the development of individuals with disability in a certain direction. This study compares how 959 students with and without disabilities in two age‐groups 7–12 and 13–17 perceive their participation in school activities. The main method of analysis is one‐way‐ANOVA. The result indicates that students without disabilities rated their perceived participation higher, especially in unstructured “free”; activities. Further, students without disabilities experience a higher degree of autonomy and rate the availability of school activities as higher. Students with disabilities rate their interaction with teachers as better and more frequent, but their interaction with peers as less frequent. These differences increase with age and may reinforce a stigmatization process.
    How to Cite: Eriksson, L. and Granlund, M., 2004. Perceived participation. A comparison of students with disabilities and students without disabilities. Scandinavian Journal of Disability Research, 6(3), pp.206–224. DOI: http://doi.org/10.1080/15017410409512653
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      Published on 03 Jul 2004
    Peer Reviewed
     CC BY 4.0

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    Eriksson, L. and Granlund, M., 2004. Perceived participation. A comparison of students with disabilities and students without disabilities. Scandinavian Journal of Disability Research, 6(3), pp.206–224. DOI: http://doi.org/10.1080/15017410409512653

    Eriksson L, Granlund M. Perceived participation. A comparison of students with disabilities and students without disabilities. Scandinavian Journal of Disability Research. 2004;6(3):206–24. DOI: http://doi.org/10.1080/15017410409512653

    Eriksson, L., & Granlund, M. (2004). Perceived participation. A comparison of students with disabilities and students without disabilities. Scandinavian Journal of Disability Research, 6(3), 206–224. DOI: http://doi.org/10.1080/15017410409512653

    Eriksson L and Granlund M, ‘Perceived Participation. A Comparison of Students with Disabilities and Students Without Disabilities’ (2004) 6 Scandinavian Journal of Disability Research 206 DOI: http://doi.org/10.1080/15017410409512653

    Eriksson, Lilly, and Mats Granlund. 2004. “Perceived Participation. A Comparison of Students with Disabilities and Students Without Disabilities”. Scandinavian Journal of Disability Research 6 (3): 206–24. DOI: http://doi.org/10.1080/15017410409512653

    Eriksson, Lilly, and Mats Granlund. “Perceived Participation. A Comparison of Students with Disabilities and Students Without Disabilities”. Scandinavian Journal of Disability Research 6, no. 3 (2004): 206–24. DOI: http://doi.org/10.1080/15017410409512653

    Eriksson, L.and M. Granlund. “Perceived Participation. A Comparison of Students with Disabilities and Students Without Disabilities”. Scandinavian Journal of Disability Research, vol. 6, no. 3, 2004, pp. 206–24. DOI: http://doi.org/10.1080/15017410409512653

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