Barriers and facilitators to participation in everyday activities for children with intellectual disabilities in China.
Linjun Shi, Mats Granlund, Lan Wang and 1 others
PMID 36001483WHAT IT FOUND
Caregivers of children with intellectual disabilities in China described barriers: limited caregiver knowledge and skills, child impairments, stigma and lack of family, financial and policy support.
Facilitators included optimistic caregivers, family help, peer interaction and school activities.
Key findings
01Four barrier themes emerged: insufficient caregiver knowledge, attitudes and skills; children's intellectual disability-related characteristics; stigma and Chinese culture; and lack of social support.
02Four facilitator themes emerged: optimistic caregiver attitude, adequate family support, attractive characteristics of children with intellectual disabilities and active school and policy environment.
03Caregivers said stigma denied their child full social acceptance and reduced opportunities to attend activities, and face-saving shame could make them conceal the child.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
Only primary caregivers were interviewed, not the children themselves. The sample came from special schools in an urban area and included children with mild to moderate intellectual disabilities, so it may not apply to rural settings, severe intellectual disabilities or children outside special schools. Teachers selected caregivers who usually communicated with them in a functional manner. The study describes perceptions and themes, not whether any service improves participation.
Declared interests
The authors declared no conflict of interest. The study was funded by the National Natural Science Foundation of China.
The easy way to misread this
Do not read these themes as proof that any intervention improves participation. The study reports caregiver perceptions, not measured outcomes.