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dc.contributor.authorHowell, Alexis
dc.contributor.authorPriest, Teri
dc.contributor.authorSandy, Emily
dc.contributor.authorWilliams, Meghan
dc.contributor.authorKearney, Pamalyn
dc.contributor.authorRosche, Mallory
dc.date.accessioned2021-10-26T17:37:28Z
dc.date.available2021-10-26T17:37:28Z
dc.date.issued2021-09
dc.identifier.urihttp://hdl.handle.net/10675.2/624141
dc.description.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.en_US
dc.language.isoen_USen_US
dc.publisherAugusta Universityen_US
dc.rightsCopyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.en_US
dc.subjectchildren with disabilities; community events participation; environmental and contextual modifications; occupational therapyen_US
dc.titleEvidence to Support Environmental and Contextual Modifications to Improve Participation in Community Events for Children with Disabilitiesen_US
dc.contributor.departmentDepartment of Occupational Therapyen_US
dc.type.categoryCapstone Projecten_US
dc.description.advisorRosche, Mallory
dc.description.majorOccupational Therapyen_US
dc.description.degreeMHSen_US
refterms.dateFOA2021-10-26T17:37:29Z


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