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Patterns of support to adolescents related to disability, family situation, harassment and economy
Abstract
Introduction
Adolescents need support from family, friends and teachers to increase their involvement in everyday life. Their environment and their own characteristics also influence their ability to participate in an everyday supportive environment.
Aim
The aim of the study was to investigate patterns of support from parents, teachers and very important persons such as peers to the ability of adolescents to participate in everyday life, as well as the importance of interpersonal relations as experienced by the adolescents.
Method
The study has a cross‐sectional design. The data compiled and analysed in this study are part of a longitudinal study of adolescents and their development into adults ‐ LoRDIA (Longitudinal Research on Development In Adolescence). A combination of person‐ and variable‐oriented design was used to capture patterns of support.
Results
Adolescents with a complicated home situation and low economic prerequisites who received little support from parents and friends participated to a lower degree in home activities. A substantial number of these adolescents had self‐reported neurodevelopmental disorders and, as a group, were more often exposed to harassment. However, these adolescents participated to a higher extent in school activities, although they received little support from the teachers. The adolescents who received most support from parents and teachers were those with a country of origin other than Sweden and those who lived with both of their parents and had more siblings than average. However, this did not mean that they participated to a higher extent in home and school activities.
... LA NOUVELLE REVUE -ÉDUCATION ET SOCIÉTÉ INCLUSIVES 98-99 2022). Cette tendance a également été observée chez les adolescents présentant des troubles neurodéveloppementaux (Møller Christensen et al., 2019). De premières recherches ont suggéré que la volonté des enseignants de scolariser les élèves en situation de handicap est corrélée à la gravité et à la nature de leur handicap, les attitudes les plus favorables concernant les personnes présentant des troubles de l'apprentissage (Diebold et Voneschenbach, 1991 ;Shotel et al., 1972). ...
Cet article visait à étudier le harcèlement scolaire et le soutien social perçu des adolescents en situation de handicap physique (i.e. des limitations fonctionnelles de la vision, de l’audition, de la mobilité et de la communication) comparés aux autres élèves, en France et au Canada. Il utilisait des données représentatives d’élèves de 15 ans en France (n=2 338) et au Canada (n=6 967), issues de l’enquête transversale internationale Health Behaviour in School-aged Children (HBSC) réalisée en milieu scolaire en 2017/2018 et portant sur la santé, le bien-être et les comportements de santé des élèves de 11, 13 et 15 ans. Des tests du khi deux et des modèles de régression logistique ont été effectués. Les adolescents en situation de handicap physique percevaient un soutien moindre de la part de leurs pairs, de leur famille et des enseignants, et ils étaient davantage victimes de harcèlement que leurs pairs sans handicaps, dans les deux pays. Nos résultats suggèrent que des efforts supplémentaires sont nécessaires pour améliorer la qualité de l’environnement scolaire des élèves en situation de handicap physique afin de promouvoir leur inclusion dans un cadre scolaire dit ordinaire et leur pleine participation scolaire et sociale.
... The importance of multidimensional support is not a revolutionary finding. Instead, our findings confirm the results of former research (Lygnegård et al., 2019;Møller Christensen et al., 2019). Yet another field emerging from the findings, partly an angle of what is discussed above, was that children and adults seemed to focus differently in relation to the right to health. ...
Introduction:
Adolescent risk outcomes related to school issues are widespread, with about 20% parents reporting poor school engagement amongst their youth. Previous literature suggests that adolescents who report strong bonds with their parents are often identified as being less likely to engage in risky behaviours, such as substance use. The current study sought to examine the association between the frequencies of selected family activities and school problems amongst adolescents after adjustments for family connectedness and other characteristics.
Methods:
Data were drawn from the National Longitudinal Survey of Youth, 1997. Of the 8984 youth interviewed, 3855 also had a sibling interviewed who met the selection criteria. School problem outcomes measured were suspension occurrence, poor grades and highest grade completed low for age. Independent variables of interest were self-reported frequency of family dinner, fun and religious activities in a typical week. Multivariable logistic models were estimated for each outcome, and multivariable linear probability models were estimated adjusting for family fixed effects.
Results:
Adjusting for family connectedness, there were significant associations between certain family activities and adolescent school problem measures. However, these results did not remain significant in models with family fixed effects, suggesting that associations could be driven by family-level confounders.
Discussion:
This study did not find strong evidence of a protective relationship between family activities and school problems. Therefore, it suggested that programme and policymakers be cautious in overstating the importance of family activities in preventing adolescent risk outcomes until true causal relationships can be determined.
This review outlines a conceptual approach to inform research and practice aimed at supporting children whose lives are complicated by impairment and/or chronic medical conditions, and their families. ‘Participation’ in meaningful life activities should be an essential intervention goal, to meet the challenges of healthy growth and development, and to provide opportunities to help ensure that young people with impairments reach their full potential across their lifespan. Intervention activities and research can focus on participation as either an independent or dependent variable. The proposed framework and associated hypotheses are applicable to children and young people with a wide variety of conditions, and to their families. In taking a fresh ‘non-categorical’ perspective to health for children and young people, asking new questions, and exploring issues in innovative ways, we expect to learn lessons and to develop creative solutions that will ultimately benefit children with a wide variety of impairments and challenges, and their families, everywhere.
Background:
This study addresses family structure in families raising a child with disabilities in Norway. The aims are to add to the literature on termination of parental relationships and to explore family research topics that are rarely discussed in disability research, such as cohabitation versus marriage and repartnering.
Methods:
Longitudinal survey data on families of children with intellectual and developmental disabilities who were born 1993-1995 were compared with register data on all families of same-aged children (five waves 1999-2012).
Results:
Parents of children with disabilities had slightly lower termination rates and formalized their partnerships earlier. Furthermore, the rate of repartnering among divorced/separated mothers of young children with disabilities was similar to that of other mothers but decreases later in the child's life course.
Conclusions:
Results support the view that findings diverge and are most likely dependent on context.
The Health Committee at The Royal Swedish Academy of Sciences has initiated
two State of the Science Conferences to address the following two questions: “Has
the mental health of children and adolescents in Sweden changed over time?” and
“Which are the causal relationships between mental health and academic achievement?”
The two conferences Trends in child and adolescent mental health and School,
educational achievement and mental health among children and adolescents, take
place in April 2010 and are following the model for State of the Science and Consensus
Conferences set up by the NIH, the National Institute of Health at the US
Department of Health and Human Services.
The NIH-model means that an independent panel of experts is evaluating the
current level of knowledge related to questions formulated in advance in order
to produce a formal written statement based upon systematic literature reviews,
expert statements and open discussions.
The present report covers a mapping of and a systematic literature review on the
theme: School, learning and the mental health of children and adolescents.
A group of experts, appointed by the Academy’s Health Committee, and recruited
from a group of highly qualified scientists representing different disciplines related
to the topics, has been working with the report since the spring of 2008.
The Health Committee and its Planning Group are very grateful to the experts for
their excellent achievements.
Arne Wittlöv Per-Anders Rydelius
Chairman of the Chairman of the Planning Group
The aim of this study was to describe and compare from a systems perspective the perceived needs of parents and teachers of school-age children with intellectual impairments. The relationship between type and degree of impairment to perceived needs was analysed. Comparisons revealed that while the parents and teachers differed regarding their respective needs, they agreed on specific informational needs. It was found that certain child characteristics in interaction with contextual factors evoked specific needs within microsystem settings. Motor impairments tended to correlate with needs regarding family routines, and impairments in communication and behaviour tended to correlate with family informational needs. Teachers expressed significantly more and stronger needs than parents, and teachers who instructed according to a reading based curriculum expressed more and stronger needs than teachers who instructed according to a life-skills based curriculum. These findings are discussed, together with their implications for future research and changes in teacher education.
This cross-sectional study compared patterns of household task participation (e.g., performance, assistance and independence) of youth with cerebral palsy (CP), Down syndrome (DS) and typical development (TD). Parents of 75 children and adolescents were interviewed to report on their youths' active engagement in daily self-care and family-care tasks, using the children helping out: responsibilities, expectations and supports (CHORES) questionnaire. Groups were equivalent in age (mean=9.3 years; SD=2.2 years), sex (male=39; female=36), respondent education, presence of maid, and number of siblings at home, but differed on child cognitive function and family socioeconomic status, with the DS and the CP groups scoring lower than the TD group but not different from each other. ANOVA revealed group differences on CHORES performance of self-care tasks (p=0.004), on total participation score (p=0.04) and on assistance scores (p<0.02). Post hoc comparisons showed that TD group scored higher than CP and DS groups on performance and assistance in self-care tasks and total assistance; TD and CP groups were similar on total performance and assistance in family-care tasks. The groups also differed on independence indices; the TD index was greater than the CP and DS, and the CP index was greater than the DS. Parents from the three groups did not differ on ratings of importance regarding their children's household participation (p=0.416). In spite of observed differences, children and adolescents with CP and DS are actively engaged in daily self-care and family-care tasks; their participation at home is not prevented by the presence of their disabilities.
This article is about emergent self-determination for young children with disabilities in their home environments. The purpose of this study was to better understand family and home characteristics and how they influence the ways in which families can support the development of self-determination for their children with disabilities. Thirty families of young children with disabilities were interviewed, and their homes were systematically observed. Using a grounded theory design, an emergent model was developed that examined family and home context and the influence of context on the strategies that families used to support self-determination. Future research and practice implications of this research for supporting families are discussed.
Investigating social participation of young adults with an autism spectrum disorder (ASD) is important given the increasing number of youth aging into young adulthood. Social participation is an indicator of life quality and overall functioning. Using data from the National Longitudinal Transition Study 2, we examined rates of participation in social activities among young adults who received special education services for autism (ASD group), compared to young adults who received special education for intellectual disability, emotional/behavioral disability, or a learning disability. Young adults with an ASD were significantly more likely to never see friends, never get called by friends, never be invited to activities, and be socially isolated. Among those with an ASD, lower conversation ability, lower functional skills, and living with a parent were predictors of less social participation.
Children with disabilities attending regular school often need more support than other children in order to participate in
different school activities. Are children with disabilities included and do they participate in the same activities as their
peers? During one school day, 66 children, 33 children with disabilities, were observed at school. After school the children
were interviewed about participation in school activities and their social networks and they self-rated their autonomy. The
results showed that children with disabilities have lower participation both in structured and unstructured activities. In
structured activities differences existed primarily in math, practical subjects, and science. Children with disabilities had
fewer friends and rated their autonomy lower. The difference in participation for children with and without disabilities is
context specific; it indicates that professionals need to consider context specificity in developing interventions to increase
participation.
Little is known about patterns of participation in social activities among adolescents with an autism spectrum disorder (ASD). The objectives were to report nationally representative (U.S.) estimates of participation in social activities among adolescents with an ASD, to compare these estimates to other groups of adolescents with disabilities, and examine correlates of limited social participation.
We analyzed data from wave 1 of the National Longitudinal Transition Study 2, a large cohort study of adolescents enrolled in special education. Three comparison groups included adolescents with learning disabilities, mental retardation, and speech/language impairments. Adolescents with an ASD were significantly more likely never to see friends out of school (43.3%), never to get called by friends (54.4%), and never to be invited to social activities (50.4%) when compared with adolescents from all the other groups. Correlates of limited social participation included low family income and having impairments in conversational ability, social communication, and functional cognitive skills.
Compared with prior research, our study significantly expands inquiry in this area by broadening the range of social participation indicators examined, increasing the external validity of findings, focusing on the under-studied developmental stage of adolescence, and taking an ecological approach that included many potential correlates of social participation. There were notable differences in social participation by income, a dimension of social context seldom examined in research on ASDs.
We compared the occurrence and timing of divorce in 391 parents of children with an autism spectrum disorder (ASD) and a matched representative sample of parents of children without disabilities using a survival analysis. Parents of children with an ASD had a higher rate of divorce than the comparison group (23.5% vs. 13.8%). The rate of divorce remained high throughout the son's or daughter's childhood, adolescence, and early adulthood for parents of children with an ASD, whereas it decreased following the son's or daughter's childhood (after about age 8 years) in the comparison group. Younger maternal age when the child with ASD was born and having the child born later in the birth order were positively predictive of divorce for parents of children with an ASD. Findings have implications for interventions focused on ameliorating ongoing and long-term marital strains for parents of children with an ASD.
Social networks have been recognised as an important factor for enhancing the health of people and communities. Bridging social capital, characterised by numerous and varied weak ties, exemplifies a particular type of network that can help people reach their goals and improve their health. This study seeks to contribute to the evidence base on the use of positive social networks for young people's health by exploring the importance of club participation in predicting the health and health-related behaviours of 15-year-old girls and boys across Europe and North America.
Data are derived from a 2005-6 World Health Organization collaborative study, to establish the relationships between different types of club and a range of health outcomes (self-perceived health, wellbeing and symptoms) and health-related behaviours (smoking, drinking). Multi-level logistic regression was used to assess the independent effects of club participation by controlling for gender and socioeconomic position. Data were compared across six countries.
All the considered outcomes, both in terms of perceived health and wellbeing and health behaviours were associated with participation in formal associations. The associations are in the expected direction (participation corresponding to better health) except for some particular association types.
Participation in formal associations seems supportive for good health and health behaviours in adolescence, and should be promoted in this age group.
To assess whether or not communication with parents and with peers is related to experiencing psychological complaints in an attempt to explore the hypotheses of continuity and compensation or moderation between contexts.
Questions on communication with their parents and peers, as well as on the frequency with which they experience psychological complaints were answered by 200,857 adolescents from 36 countries.
A cluster analysis detected four groups of adolescents. Those with better communication in both social contexts were the ones showing less psychological complaints. Moreover, we have found (using a regression analysis) that good communication with peers does not improve their experience of psychological complaints if the communication with parents is not good.
We conclude that our findings are consistent with the continuity hypothesis and against the compensating or moderating one.
http://dx.doi.org/10.1007/s00038-009-5415-7
Problems in communication serve as frequent markers of developmental delay and disability in childhood. Documentation of delayed or atypical receptive or expressive communication is one of the key diagnostic factors in the identification of children for intervention and support. This paper (1) reviews issues in classification and measurement of communication disabilities, (2) presents an overview of the development and publication of the WHO International Classification of Functioning, Disability and Health (ICF), and (3) identifies the implications of the ICF for children and youths with communication disabilities. As a conceptual framework, the ICF may be used productively to define the focus for different efforts to address children's language and communication difficulties. Impairments of a physical or mental nature can be covered in the Body Function and Body Structure components, complementing the information provided by the ICD-10 with descriptive documentation. The component of Activities, encompassing performance aspects of communication, lends itself to functional assessment and intervention in habilitation and education programs. The component of Participation provides an operational basis for policy initiatives focusing on social integration and community life Finally, the Environmental Factors component serves as a framework for identifying the nature and extent of access and opportunity for individuals and populations.
Participants included 165 children with attention-deficit/hyperactivity disorder (ADHD; 130 boys, 35 girls) and their 1,298 same-sex classmates (1,026 boys, 272 girls) who served as raters. For each child with ADHD, a child of the same sex was randomly selected from the same classroom to serve as a comparison child, which yielded 165 dyads. Consistent with predictions, contrasted with the comparison children, those with ADHD were lower on social preference, higher on social impact, less well liked, and more often in the rejected social status category; they also had fewer dyadic friends. When liking ratings that children made versus received were examined, children with ADHD had less positive imbalance and greater negative imbalance relative to comparison children. Analyses that considered the types of peers who chose children with ADHD as friends or nonfriends demonstrated that children with ADHD were nominated as nonfriends by children of higher social preference and who were better liked by others.
Purpose:
To investigate how individual and environmental factors relate to self-reported participation profiles in adolescents with and without impairments or long-term health conditions.
Methods:
A person-oriented approach (hierarchical cluster analysis) was used to identify cluster groups of individuals sharing participation patterns in the outcome variables frequency perceived importance in domestic life and peer relations. Cluster groups were compared using one-way analysis of variance (ANOVA).
Results:
A nine-cluster solution was chosen. All clusters included adolescents with impairment and long-term health conditions. Perceived importance of peer relations was more important than frequent attendance in domestic-life activities. Frequency of participation in dialogues and family interaction patterns seemed to affect the participation profiles more than factors related to body functions.
Conclusion:
Type of impairment or long-term health condition is a weaker determinant of membership in clusters depicting frequency and perceived importance in domestic life or peer relations than dialogue and family environment.
Aims:
To investigate subjective health complaints (SHCs) (psychological and somatic, respectively) among disabled and non-disabled adolescents, focusing on the impact of traditional bullying and cyber harassment, and furthermore to report psychological and somatic SHCs across different types of disability.
Methods:
Data from the public health survey of children and adolescents in Scania, Sweden, 2012 was used. A questionnaire was answered anonymously in school by 9791 students in the 9th grade (response rate 83%), and 7533 of these with valid answers on key questions were included in this study. Associations with daily SHCs were investigated by multi-adjusted logistic regression analyses.
Results:
Any disability was reported by 24.1% of boys and 22.0% of girls. Disabled students were more exposed to cyber harassment (boys: 20.0%; girls: 28.2%) than non-disabled peers (boys: 11.8%; girls: 18.1%). Exposure to traditional bullying showed the same pattern but with a lower prevalence. Disabled students had around doubled odds of both daily psychological SHCs and daily somatic SHCs in the fully adjusted models. In general, the odds increased with exposure to cyber harassment or traditional bullying and the highest odds were seen among disabled students exposed to both cyber harassment and traditional bullying. Students with ADHD/ADD had the highest odds of daily psychological SHCs as well as exposure to traditional bullying across six disability types.
Conclusions:
Disabled adolescents report poorer health and are more exposed to both traditional bullying and cyber harassment. This public health issue needs more attention in schools and in society in general.
Background:
Previous research has shown that a mismatch between one's own socioeconomic status (SES) and the SES of the surrounding context can lead to maladaptive outcomes, such as increased social stigma and low levels of belongingness (Johnson, Richeson, & Finkel, Journal of Personality and Social Psychology, 100, 2011, 838; Ostrove, The Journal of Social Issues, 59, 2003, 771). This study examines an adolescent population, as contextual comparisons should be especially salient at this time.
Methods:
Participants included over 900 adolescents at age 15 involved in a multisite longitudinal study.
Results:
Results showed that lower relative income status predicted increased social dissatisfaction, internalizing and externalizing problems, after controlling for family SES. Moreover, the effect of relative income was indirectly related to these problems through social dissatisfaction. Exploratory multigroup analyses by gender suggested that the adolescent girls may be driving the effects of relative income.
Conclusions:
Findings are discussed in regard to adolescent socioemotional functioning, as well as the implications for gender differences related to relative income status.
To test the effect of personal and environmental factors on children's participation across three different settings (home, school and community) and to ascertain the inter-relations between these factors. In this secondary analysis study, three models, one for each setting, were proposed and tested using Structural Equation Modeling.
Survey, cross-sectional study, and model testing.
Web-based measures were completed by parents residing in Canada and the US in their home/community.
576 parents of children and youth with and without disabilities, (n=282, n=294, respectively) ages 5y to 17y (mean age 11y 2mo) completed the Participation and Environment Measure for Children and Youth (PEM-CY).
Not applicable.
The PEM-CY measured levels of participation frequency and involvement, as well as environmental barriers and supports of participation in each of the following three settings: home, school and community. Information about the child's health condition and functional issues was also collected.
All three models fit the data well (CFI ranged from 0.89 to 0.97) and explained 50-64% of the variance of participation frequency and involvement. Environmental barriers and supports served as significant mediators between child/personal factors (income, health condition, functional issues) and participation outcomes, across all models. The effect of the environment was most pronounced, however, in the community setting.
Our findings highlight the unique role of the environment in explaining children's participation across different settings and, therefore, support the development of interventions targeting modifiable environmental factors.
We compared school participation patterns of students ages 5-17 with and without disabilities and examined whether features of the school environment were perceived to help or hinder their participation.
Parents (n = 576) residing in the USA and Canada completed the Participation and Environment Measure for Children and Youth (PEM-CY) via the internet.
Parents of students with disabilities reported that their children participated less frequently in school clubs and organizations and getting together with peers outside the classroom and that they were less involved in all school activities. Parents of students with disabilities also were significantly more likely to report that features of the environment hindered school participation and that resources needed to support their child's participation were not adequate.
Parents of students with disabilities report that their children are participating less in important school-related activities. Barriers limiting school participation include features of the physical and social environment as well as limited resources.
Abstract The present study reports the results of a prospective, 8–year follow-up study of 100 hyperactive and 60 normal children followed from childhood into adolescence. Ratings of child behavior problems and family conflicts as well as direct observations of mother-child interactions were taken in childhood and again at adolescent follow-up. At outcome, hyperactives continued to have more conduct and learning problems and to be more hyperactive, inattentive, and impulsive than controls. Hyperactives were also rated by their mothers as having more numerous and intense family conflicts than the normal controls, although the adolescents in both groups did not differ in their own ratings of these conflicts. Observations of mother-adolescent interactions at outcome found the hyperactive dyads displaying more negative and controlling behaviors and less positive and facilitating behaviors towards each other than in the normal dyads. These interaction patterns were significantly related to similar patterns in mother-child interactions observed 8 years earlier. Mothers of hyperactives also reported more personal psychological distress than normal mothers at outcome. Further analyses of subgroups of hyperactives at outcome, formed on the presence or absence of ADHD and oppositional defiant disorder (ODD), indicated that the presence of ODD accounted for most of the differences between hyperactives and normals on the interaction measures, ratings of home conflicts, and ratings of maternal psychological distress. Results suggest that the development and maintenance of ODD into adolescence in hyperactive children is strongly associated with aggression and negative parent-child interactions in childhood.
The purpose of this review is to explore the interactive influences of maltreatment and disabilities on children's development, and to provide practical suggestions about what may be done to optimize developmental outcomes. The review briefly describes maltreatment in the general population, noting incidence, proportions of children experiencing different types of maltreatment, and special risk for very young children. The disproportionate vulnerability of children with developmental disabilities is discussed, with emphasis on risk factors for maltreatment. The high incidence of developmental disabilities in maltreated children and reasons for it are described. Studies documenting the developmental consequences of abuse and neglect are reviewed. Specific recommendations, based on review of maltreatment and disability literature, include recognizing subtle forms of maltreatment; routinely screening for developmental problems; referring children for comprehensive multidisciplinary evaluation; identifying caregiver competency; gaining familiarity with intervention resources; and monitoring children's progress with directive guidance.
To examine perceived participation in students with ASC and their classmates in mainstream schools and to investigate correlations between activities the students wanted to do and actually participated in.
Twenty-two students with ASC and their 382 classmates responded to a 46-item questionnaire regarding perceived participation in mainstream schools.
On 57% of the items, students with ASC perceived lower participation than their classmates. These results emphasize the importance of knowledge about students' perceived participation. However, positive correlations between what the students wanted to do and actually did indicate that students with ASC may be participating to the extent that they wanted.
Students with ASC perceived lower overall participation in mainstream school than their classmates. The correlations between "I want to" and "I do" statements in students with ASC indicated that aspects of autonomy are important to incorporate when studying, and interpreting, self-rated participation in mainstream schools.
This study explored students' perceptions of 3 dimensions of school climate (teacher support, student-student support, and opportunities for autonomy in the classroom) and the associations between these dimensions and adolescent psychological and academic adjustment in China and the United States. Data were drawn from 2 studies involving 706 middle school students (M = 12.26) from Nanjing, China, and 709 middle school students (M = 12.36) from New York City. Findings revealed that students in China perceived higher levels of teacher support, student-student support, and opportunities for autonomy in the classroom than students in the United States. Furthermore, students' perceptions of teacher support and student-student support were positively associated with adolescents' self-esteem and grade point average but negatively associated with depressive symptoms for both Chinese and American adolescents.
Health is today viewed as a multi-dimensional concept partly conceptualized independent from not being ill. The aim of this study was to gain knowledge of how young children perceive health. Interviews were conducted with 68 children (4-5 years), within their pre-school setting, with the help of a semi-structured interview guide. A multi-dimensional perspective represented by the health dimensions of the International Classification of Functioning, Disability and Health (ICF) was used in a manifest deductive content analysis. The children's statements were categorized and placed under one of the four health dimensions, body, activity, participation and environment. A latent content analysis was applied to identify underlying themes in the manifest categories. The results revealed that young children perceive health as a multi-dimensional construct, largely related to being engaged, i.e. to be able to perform wanted activities and participate in a supportive every-day context. This implies that improvements of child engagement should be emphasized in health promotion and to a greater extent be the central focus of health interventions for young children.
Abuse of persons with disabilities continues to remain largely invisible, in spite of estimates suggesting that it is perpetrated against them more frequently than against those without disabilities. The aim of this study was to conduct an exploratory investigation regarding the frequency and type of abuse of a selected group of students with intellectual disabilities in one high school in Israel and compare the findings with the frequency and type of abuse reported by non-disabled youth from a similar socioeconomic background. A total of 100 students answered the "Ending the Silence" questionnaire, 50 of them with intellectual and other disabilities. The main findings indicate that students with intellectual and other disabilities suffered from abuse more frequently than their peers; most of the instances of abuse occurred within the close social environment of the victim and were repeated over time.
Participation in and outside school: Self-ratings by Swedish adolescents with and without impairments and long-term health conditions
- F Lygnegård
- Bergman L. R.