Participation of teenagers with vision or motor impairments in leisure activities: a qualitative study.
Carlijn Veldhorst, Marjolein Wijnen, Sabina Kef and 2 others
PMID 39655184WHAT IT FOUND
Teenagers with vision or motor impairments defined independence as doing things alone, yet valued peer presence.
Vision impairments hindered participation mainly through transport issues, while motor impairments caused fatigue and pain. Gaming was the most popular activity because it allowed social connection from home.
Key findings
01Teenagers with vision impairments experienced barriers to participation primarily due to transportation difficulties, whereas those with motor impairments cited fatigue, pain, and muscle strain.
02Gaming was the most popular leisure activity for both groups, valued for the opportunity to interact with peers online without needing to travel.
03Independence was defined as functioning without help, but teenagers expressed mixed feelings about receiving assistance, as they also valued the social connection and conviviality of having peers present.
STILL TO COME
How it was doneWhat they foundWhat it means for PTsWhat it means for OTs
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What it does not show
The study used convenience sampling, which limits generalizability. Participants with vision impairments attended regular schools, while those with motor impairments attended special education schools, creating a confound between disability type and educational setting that may influence participation levels. Teenagers with multiple disabilities were excluded, so findings do not apply to those with combined vision and motor impairments. The phenomenological approach focused on specific research questions, potentially leaving out other important aspects of participation.
Declared interests
The study was financially supported by Stichting ter Verbetering van het Lot der Blinden (Foundation for the Improvement of the Lot of the Blind). The authors declared no other conflicts of interest.
The easy way to misread this
Do not assume that the differences in participation between the two groups are solely due to their impairments. The vision impairment group attended regular schools while the motor impairment group attended special education, and this educational context likely influenced their social opportunities and peer attitudes independently of their physical or sensory conditions.