Environmental Barriers to Participation of Preschool Children with and without Physical Disabilities

• Main Authors: Lin-Ju Kang, Ming-Chieh Hsieh, Hua-Fang Liao, Ai-Wen Hwang
• Format: Article
• Language: English
• Published: MDPI AG 2017-05-01
• Series: International Journal of Environmental Research and Public Health
• Subjects: environment; home; school; community; barriers; physical disabilities; preschool children
• Online Access: http://www.mdpi.com/1660-4601/14/5/518

Environment plays a vital role in affecting participation of young children in home, school, and community. Knowledge of environmental barriers helps to develop solutions or strategies that enable participation. The study compared the environmental barriers perceived by parents of preschool children with physical disabilities (PD, n = 142) and with typical development (TD, n = 192) in Taiwan. Parents identified environmental barriers by structured interview using the Chinese version of the Child and Adolescent Scale of Environment (CASE-C). The CASE-C is an 18-item measure of the impact of problems with physical, social, and attitudinal environmental features. Differences between the PD and TD groups in the summary scores for the CASE-C and the percentages of parents who perceived a problem for each item were examined by the analysis of covariance (ANCOVA) and Chi-square test. Parents of children with PD more often identified barriers related to family resources and community programs or services, social attitudes, assistance and supports outside of home, physical design of home and community, transportation, and assistive devices or equipment. Greater impacts of barriers were also reported by parents of preschool children with PD. Our findings provide evidence of environmental barriers that inform practice and policies to modify the barriers and provide an accessible and inclusive environment for families with young children.