Perspectives on Understanding and Changing the Environments of Children with Disabilities

Abstract

Children with disabilities encounter environmental constraints that limit their active participation in the daily life of our communities. As a result, their daily activity patterns are less varied and more socially isolated than peers without disabilities. Factors, such as restricted physical environments, normative classification of children and the power of health disciplines are cited as contributing to the creation of these disabling environments. Dissatisfaction with the ability of health care to change these factors has led to changes in the recognition of disability rights, the need for consumer participation in life planning and the importance of social policy. One could argue that these modifications, while meaningful, have not successfully solved the problems of disabling environments that limit activity. In this paper were explore the use of the broader social and political framework to alter the limited participation of children with disabilities. In this model, we consider disability primarily as a problem in the relationship between the individual and the environment. The principles of a socio-political planning model for disability include the importance of people's values, integration of household and work, improved community accessibility, pluralistic views, effective citizen participation and participatory research.