Authors: Linjun Shi, Mats Granlund, Lan Wang, Karina Huus

Abstract:

Background: Children with intellectual disabilities (IDs) are vulnerable and participate
less in everyday activities compared to their peers with typical development. This
study aimed to identify barriers and facilitators related to the participation in everyday
activities of children with IDs in China.

Methods: Twenty semi-structured interviews were conducted with primary caregivers
of children with IDs from special schools in Tianjin, China. The data were transcribed
and analysed using inductive qualitative content analysis.

Results: Four categories of barriers to participation in everyday activities for children
with IDs were identified: insufficient knowledge, attitudes and skills in primary caregivers;
ID-related characteristics of children; stigma and Chinese culture; and lack of
support from society. Four categories describing facilitators of participation in everyday
activities for children with IDs were also identified: the optimistic attitude of the
primary caregiver; adequate family support; active environment in school and policy;
and attractive characteristics of children with IDs.

Conclusions: The findings in this study add knowledge on important barriers and
facilitators affecting the participation of children with IDs in everyday activities in
China. The primary caregivers' voices need to be heard by government and society.
Appropriate and effective changes in family-oriented services and the legal, social,
political and economic context of the child welfare management system for the
scale-up of improving participation should be implemented for children with IDs.

This research is funded by: National Natural Science Foundation of China

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