Participation of children with intellectual disability compared with typically developing children

Area of Science:

• Child Development
• Disability Studies
• Recreation Therapy

Background:

• Understanding participation patterns in out-of-school activities is crucial for child development.
• Children with intellectual disability (ID) may face unique barriers to participation compared to typically developing peers.
• Assessing both participation and preferences provides a comprehensive view of activity engagement.

Purpose of the Study:

• To compare participation in out-of-school activities between children with intellectual disability and typically developing children.
• To identify differences in activity preferences and enjoyment.
• To explore potential factors influencing these participation disparities.

Main Methods:

• Utilized the Children's Assessment of Participation and Enjoyment (CAPE) and Preferences for Activities of Children (PAC) questionnaires.
• Matched 38 pairs of children with ID and typically developing peers on age, sex, location, and socioeconomic background.
• Analyzed differences in activity types, frequency, and preferences between the two groups.

Main Results:

• Children with ID participated less in Active-Physical and Skill-Based activities, but more in Recreational activities.
• Children with ID showed higher preferences for Recreational and Self-Improvement activities and enjoyed Self-Improvement activities more.
• Children with ID engaged in a higher proportion of Social activities at home and fewer activities alone.

Conclusions:

• Children with intellectual disability exhibit distinct patterns of out-of-school activity participation and preferences compared to typically developing children.
• Reduced physical, cognitive, or social skills, and less supportive environments may contribute to these observed differences.
• Findings suggest a need for targeted interventions and environmental modifications to promote inclusive and fulfilling participation for children with ID.