Uppeldi og menntun - 01.07.2015, Side 96

UPPELDI OG MENNTUN/ICELANDIC JOURNAL OF EDUCATION 24(2) 201596
SKÓLAÞÁTTTAKA OG UMHVERFI 8–17 ÁRA GETUMIKILLA BARNA MEÐ EINHVERFU
School participation and environment of
high-functioning children with autism spectrum
disorders, aged 8–17 years
ABSTRACT
Introduction: This study explored the participation patterns and environment sup-
ports and barriers for high functioning children with autism spectrum disorder (ASD)
within their schools. Information was gathered from parents of 8–17 year old chil-
dren with and without ASD. The study was conducted in collaboration with the State
Diagnostic and Counselling Centre, and is part of a larger research project focusing on
the quality of life, participation and environment of disabled children in comparison
with Icelandic children in general.
Method: Initially the questionnaire Participation and Environment Measure for Chil-
dren and Youth (PEM-CY), which combines assessment of children's participation
and the environment, was translated into Icelandic according to author translation
guidelines. Thereafter the questionnaire was pilot tested and a web based version
was developed. The five types of activities in the school section of the PEM-CY are:
Classroom activities; Field trips and school events; School-sponsored teams, clubs and
organization; Getting together with peers outside of class, and Special roles at school.
Participation is operationalized with three measurement dimensions: frequency, ex-
tent of involvement and desire for change. Items in the 'Environment' section examine
perceived supports and barriers to participation in school.
The study utilized a descriptive cross-sectional design. Data was obtained from
parents of 99 pupils with ASD and 241 pupils in the comparison group. Independent
sample t-tests and chi-square tests were used to explore differences between groups.
Partial eta square (η²p) was calculated to examine effect sizes specific to differences
between the groups. Pearson correlation was calculated to explore the association be-
tween extent of desire for change and perceived supportiveness of the environment.
Item-level comparisons are presented descriptively using radar plots.
Results: Pupils with ASD participated in fewer school activities and were less in-
volved than their peers in the control group. The greatest differences between the two
groups were found in participation frequency on School–sponsored teams, clubs and
organizations (29%), as almost half of the pupils with ASD never participated in such
activities. In level of involvement within school, differences were observed in four
types of activities, with large effect size in Getting together with peers outside of class
(1.03) and Classroom activities (0.8). Overall, parents of pupils with ASD were signif-
icantly less satisfied with their children’s school participation and desired change in
all five school activity types.
A significant difference was observed between parents of children with ASD and
control group children for the impact of school environment on participation (p <
0,001). The most common barriers limiting participation and also with the largest