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Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-24197
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dc.contributor.authorMorgenthaler, Thomas-
dc.contributor.authorKramer-Roy, Debbie-
dc.contributor.authorSchulze, Christina-
dc.date.accessioned2022-02-04T15:16:07Z-
dc.date.available2022-02-04T15:16:07Z-
dc.date.issued2022-
dc.identifier.issn1941-1243de_CH
dc.identifier.issn1941-1251de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/24197-
dc.description.abstractChildren with special educational needs included in Austrian main stream schools are provided with special educational support, which aim to create learning environments, that meet the children’s needs on an individual level. Little is known about what adjustments children with special educational needs in mainstream school classes require to promote participation in school occupations. This is the first study in Austria exploring the student-environment-fit from self-perceived chil dren’s perspective and comparing this to teachers’ perspective by using the School Setting Interview. In this cross-sectional matched pairs study twenty-five children (mean age 12.5 ± 1.4) with special educational needs and twenty-one teachers from six Austrian second ary schools were interviewed. Participants’ ratings were analyzed descriptively and statistically with Wilcoxon-Sign Rank Test. Reported adjustments from the child and teacher perspectives were analyzed with qualitative content analysis and presented using the occupa tional, social and physical environmental dimensions from the Model of Human Occupation. Results indicate perceived student environment-fit differs between school activities as well as between children and teachers. Three out of 16 school activities showed a statistically significant difference between children and teacher matched-pair analysis. Children perceive more unmet needs then teachers. Most adjustments are reported in the social environment dimension and inform practitioners what adjustments are perceived to be useful for children with Special Educational Needs and their tea chers. Both children’s and teacher’s perspectives provide valuable information. Significantly, children in this study were able to identify required needs and describe adjustments. To increase participation in school occupations, children can and need to be actively included in the decision-making process.de_CH
dc.language.isoende_CH
dc.publisherTaylor & Francisde_CH
dc.relation.ispartofJournal of Occupational Therapy, Schools, & Early Interventionde_CH
dc.rightshttp://creativecommons.org/licenses/by/4.0/de_CH
dc.subjectParticipationde_CH
dc.subjectSpecial educational needde_CH
dc.subjectChild perspectivede_CH
dc.subjectInclusionde_CH
dc.subjectAccommodationde_CH
dc.subjectBarrierde_CH
dc.subject.ddc371: Schulen und schulische Tätigkeitende_CH
dc.titleEnvironmental adjustment needs of children with special educational needs in Austrian mainstream schools : the child and teacher perspectivede_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementGesundheitde_CH
zhaw.organisationalunitInstitut für Ergotherapie (IER)de_CH
dc.identifier.doi10.1080/19411243.2022.2027838de_CH
dc.identifier.doi10.21256/zhaw-24197-
zhaw.funding.euNode_CH
zhaw.issue2de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end159de_CH
zhaw.pages.start138de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume16de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.webfeedG: Gesundheit von Kindern und Jugendlichende_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
Appears in collections:Publikationen Gesundheit

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Morgenthaler, T., Kramer-Roy, D., & Schulze, C. (2022). Environmental adjustment needs of children with special educational needs in Austrian mainstream schools : the child and teacher perspective. Journal of Occupational Therapy, Schools, & Early Intervention, 16(2), 138–159. https://doi.org/10.1080/19411243.2022.2027838
Morgenthaler, T., Kramer-Roy, D. and Schulze, C. (2022) ‘Environmental adjustment needs of children with special educational needs in Austrian mainstream schools : the child and teacher perspective’, Journal of Occupational Therapy, Schools, & Early Intervention, 16(2), pp. 138–159. Available at: https://doi.org/10.1080/19411243.2022.2027838.
T. Morgenthaler, D. Kramer-Roy, and C. Schulze, “Environmental adjustment needs of children with special educational needs in Austrian mainstream schools : the child and teacher perspective,” Journal of Occupational Therapy, Schools, & Early Intervention, vol. 16, no. 2, pp. 138–159, 2022, doi: 10.1080/19411243.2022.2027838.
MORGENTHALER, Thomas, Debbie KRAMER-ROY und Christina SCHULZE, 2022. Environmental adjustment needs of children with special educational needs in Austrian mainstream schools : the child and teacher perspective. Journal of Occupational Therapy, Schools, & Early Intervention. 2022. Bd. 16, Nr. 2, S. 138–159. DOI 10.1080/19411243.2022.2027838
Morgenthaler, Thomas, Debbie Kramer-Roy, and Christina Schulze. 2022. “Environmental Adjustment Needs of Children with Special Educational Needs in Austrian Mainstream Schools : The Child and Teacher Perspective.” Journal of Occupational Therapy, Schools, & Early Intervention 16 (2): 138–59. https://doi.org/10.1080/19411243.2022.2027838.
Morgenthaler, Thomas, et al. “Environmental Adjustment Needs of Children with Special Educational Needs in Austrian Mainstream Schools : The Child and Teacher Perspective.” Journal of Occupational Therapy, Schools, & Early Intervention, vol. 16, no. 2, 2022, pp. 138–59, https://doi.org/10.1080/19411243.2022.2027838.


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