Evidence to Support Environmental and Contextual Modifications to Improve Participation in Community Events for Children with Disabilities

Abstract

• Current literature has shown that children with disabilities participate less often and are not as engaged when participating compared to children without disabilities • This lack of participation might occur due to the interaction between environmental, attitudinal, and social barriers at home, at work, and during play • Participation allows children to learn about societal expectations, appropriate communication with others, develop friendships and skills they need to become successful at home, in communities, and in life • Participation is regarded as an essential aspect of child health and well being • This study aims to determine what evidence is available to support modifications to environments and contexts to improve participation in community events for children with disabilities under the age of 18.