Student-school fit for children with disabilities: The mediating role of independent participation from parents’ perspectives†
In-Young Choi1 · Sun Wook Lee2
1Yeongchun Office of Education
2Department of Occupational Therapy, Daegu University
2Department of Occupational Therapy, Daegu University
Correspondence to: † This study was undertaken by In-Young Choi in partial fulfillment of the requirements for the degree of Master’s in Rehabilitation Science at Daegu University.
1 Occupational therapist, Yeongcheon Office of Education, Yeongcheon 38839, Korea.
2 Assistant professor, Department of Occupational Therapy, College of Rehabilitation Science, Daegu University, Gyeongsan 38453, Korea. E-mail: sun.w.lee@daegu.ac.kr
1 Occupational therapist, Yeongcheon Office of Education, Yeongcheon 38839, Korea.
2 Assistant professor, Department of Occupational Therapy, College of Rehabilitation Science, Daegu University, Gyeongsan 38453, Korea. E-mail: sun.w.lee@daegu.ac.kr
Received August 14, 2024; Revised September 19, 2024; Accepted September 20, 2024.
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
- Abstract
- In this study we employ a cross-sectional survey design to explore the perspectives of parents whose children receive therapeutic support services as part of their special education. We focus on the mediating role of parents’ perception of their child’s independent participation in school in the relationship between the perceived provision of 17 school-based occupational therapy (SBOT) standards and the perceived environmental fit of their child, as assessed by the school setting interview (SSI). We analyze data from 120 parents, gathered through snowball sampling. Via principal component analysis, we identify two key factors: “holistic” and “structured.” Through a three-step regression analysis, we examine the mediating effect of school participation level on the relationship between the reception of holistic and structured SBOT factors and SSI. The results indicate that “school participation level” partially mediates the positive impact of “reception of both holistic and structured SBOT factors” on SSI, suggesting that multidisciplinary, theory-based SBOT approaches are vital in enhancing student-environment fit for children with disabilities.
- Keywords : Medication effect, parents’ perception, participation, school-based occupational therapy, school setting interview
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