A comparison of the participation levels of Taiwanese children with autism spectrum disorders in inclusive vs. segregated settings

ABSTRACT

The aim of this study was to help educators and clinicians better identify and understand the various participation levels of Taiwanese children with autism spectrum disorders (ASDs) in two different classroom settings. Greater participation is linked to positive health, developmental outcomes and improved physical and mental health. It is also considered a critical indicator of quality of life. However, general limitations are identified among the population of children with ASDs. One hundred four Taiwanese parents/caregivers of children with ASDs having a disability certificate with a moderate degree of severity completed the Chinese version of the Participation and Environment Measure for Children and Youth. Participation frequency and the extent of involvement were outcome variables to compare Taiwanese children with ASDs in inclusive versus segregated settings based on the perspectives of their parents/caregivers. The children with ASDs in inclusive settings demonstrated a greater involvement in community activities than those in segregated settings. Also, the findings of this study indicate that age, gender and extracurricular activities should be taken into consideration when developing intervention plans for improving participation levels for children with ASDs. The knowledge gained from this study has the potential to benefit children, parents, educators, and clinicians.

KEYWORDS:

• Participation
• children with autism spectrum disorders
• inclusive
• segregated settings

Acknowledgements

We would like to express our deepest gratitude to Dr. Jim Hinojosa, who passed away in August of 2018. He was a dedicated professor in the Department of Occupational Therapy at New York University, with a passion for research and guiding students in the field. Dr. Hinojosa’s kind emails over the years, containing wise suggestions and warm blessings, significantly impacted Dr. Fang’s academic life.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Chiao-Ju Fang

Chiao-Ju Fang is an Assistant Professor in the Department of Occupational Therapy at San José State University. A bilingual researcher, Dr. Fang’s primary research interest is the development of conceptually grounded, psychometrically sound tools measuring the activities, participation levels, and environmental supports of children and adolescents with disabilities. Over the years, she has specialised in cross-cultural and international research, establishing strong connections in the occupational therapy and education fields in the United States and Asia.

S. L. Weinberg

Sharon L. Weinberg is a Professor of Applied Statistics and Psychology, a core member of PRIISM (Centre for Practice and Research at the Intersection of Information, Society, and Methodology) and former Vice Provost for Faculty Affairs at New York University. Her research focuses on applying innovative statistical methods to address problems in the behavioural and social sciences. Her most recent work addresses inequities in test-taking for gifted education in New York City.

Kristie Patten

Kristie Patten is an Associate Professor and Chair in the Department of Occupational Therapy at New York University. Dr. Patten Koenig’s research focuses on strength based practices in inclusive school settings for children and youth on the autism spectrum and supporting neurodiversity in university settings.