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Collaborative Goal-Setting Approaches to Support Participation of Children With Special Educational Needs
Hua-Fang Liao1, Ya-Tzu Liao, Li-Chiou Chen
1School and Graduate Institute of Physical Therapy, College of Medicine, National Taiwan University, Taipei, Taiwan (Ms Liao, Dr Wu); Taiwan Society of ICF, Taipei, Taiwan (Ms Liao); Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Taoyuan, Taiwan (Ms Liao, Dr Kang); Department of Physical Therapy, Fooyin University, Kaohsiung, Taiwan (Dr Chen); Department of Physical Medicine and Rehabilitation, National Taiwan University Hospital, Taipei, Taiwan (Dr Wu); Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, Linkou, Taoyuan, Taiwan (Dr Kang); CHILD, School of Health and Welfare, Jönköping University, Jönköping, Sweden (Dr Granlund); Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa (Dr Granlund, Dr Björck); CHILD, School of Education and Communication, Jönköping University, Jönköping, Sweden (Dr Björck).
Purpose:
To compare the participation ratings between children with special educational needs and their primary caregivers and investigate the activities children desire to change and their participation-based goals.
Methods:
Twenty children with special educational needs aged 8 to 12 years were interviewed using the Functioning Scale of the Disability Evaluation System-Child to measure participation frequency and independence and select desire-to-change activities. The International Classification of Functioning, Disabilities, and Health-based Collaborative Problem Solving was used to form participation-based goals.
Results:
Children reported participation differently from their primary caregivers. Nineteen children identified desire-to-change activities mostly related to the home and community settings and indicated a desire to change participation frequency. Children's participation-based goals reflected their desires to do their preferred activities more often.
Conclusions:
Children with special educational needs had unique perspectives different from those of their caregivers, and they could identify desired activities and set participation goals with semi-structured methods.
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