Akademik Veri Yönetim Sistemi
DEVELOPMENTAL NEUROREHABILITATION, 2026 (SCI-Expanded, Scopus)
AimThe aim of this study was to examine the community participation levels (frequency and involvement) of children with Down syndrome (DS) and the restrictive and supportive factors affecting their participation levels and compare them with typically developing (TD) children.MethodsThis cross-sectional study included parents of 70 children (35 with DS; 35 TD children) aged 8-17 years. Parents of all children completed the community module of the Participation and Environment Measure for Children and Youth, which is used to assess participation and environmental factors in the community.ResultsChildren with DS participated less frequently (organizations, groups, clubs, or leadership activities and out-of-school classes and lessons) and less involved (getting together with children, organizations, groups, clubs, or leadership activities and out-of-school classes and lessons) in community activities compared to TD children, and parents of children with DS were less satisfied with their children's participation in community activities. Children with DS faced more barriers (the physical layout, the sensory quality and weather conditions) and had insufficient resources (information and supplies) compared to their TD peers in the community. After adjusting for the child's age, parental education level and average income, the group (DS vs. TD) had an independent effect on frequency, involvement and desire for change.ConclusionsChildren with DS are negatively affected in terms of community participation (both) compared to TD children. Beyond sociodemographic factors, being a child with DS may reduce community participation (both). The community environmental factors were influential for the community participation of children with DS. Community participation of children with DS can be increased through environmental regulations.