![]() ![]() Appraisal focussed on contributions in terms of whether the articles are appropriate for the review (relevance) and research quality (rigour). Papers were identified via Boolean search of the electronic databases MEDLINE, CINAHL, PhycINFO and ERIC (January 2006-October 2018). The review was completed in accordance with the Realist and Meta-narrative Evidence Syntheses: Evolving Standards (RAMESES) and Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. ![]() Papers had to include consideration of psychosocial and/or environment factors for school participation of children with disabilities. Methods: A systematic search and synthesis using realist methods was conducted of published research. ![]() The aim of this review was to synthesise evidence of psychosocial and environmental factors associated with school participation of 4-12 year old children with disabilities to inform the development of participation-fostering interventions. It is helpful then to look at wider psychosocial and environmental factors. However, clinical factors alone will not offer a clear view of how to support participation. Clinical factors, diagnosis or impairments somewhat helpful in determining what should be provided in interventions. more Background: In order to make informed decisions about how best to support children and young people with disabilities, effective strategies that facilitate active and meaningful participation in school are required. Background: In order to make informed decisions about how best to support children and young peop. ![]()
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