Perceived Environmental Barriers to Recreational, Community, and School Participation for Children and Youth With Physical Disabilities

Law M, Petrenchik T, King G, Hurley P. Perceived environmental barriers to recreational, community, and school participation for children and youth with physical disabilities.ObjectiveTo comprehensively describe parent perceptions of environmental barriers to recreational, community, and school participation for children with physical disabilities.DesignSecondary analysis of cross-sectional data gathered in the first wave of a longitudinal study of the child, family, and environmental factors affecting the recreational and leisure participation of school-age children with physical disabilities.SettingGeneral community.ParticipantsParent-child pairs (N=427). Child participants included 229 boys and 198 girls with physical disabilities in 3 age cohorts (6–8, 9–11, 12–14y).InterventionsNot applicable.Main Outcome MeasureCraig Hospital Inventory of Environmental Factors.ResultsBarriers to participation were encountered in school and work environments (1.54±1.88), physical and built environments (1.36±1.35), within institutional and government policies (1.24±1.71), services and assistance (1.02±1.2), and attitudes and social support (.87±1.17). Age, socioeconomic status, level of physical functioning, and behavioral difficulties were related to the impact of barriers reported in certain areas. No significant differences by the sex of the children or rural versus urban community were found.ConclusionsParents report environmental barriers in several areas, providing valuable information about the environmental factors that support or hinder participation while showing the complexity of these issues. Future research is required to further identify potential avenues for intervention.