ABSTRACT

Using the PEO model, we analyzed the participation of students with intellectual disabilities in a school environment. Methods : Between November 9th through the 18the of 2011, data on 21 participants (7 students with intellectual disabilities, 7 teachers, and 7 parents) were gathered in A and B elementary schools, Yeoju, Gyeonggi-do. The study used a mixed method design with quantitative (School Function Assessment) and qualitative (observations, interviews) data. The data analysis was based on the PEO model. Results : Classrooms, recess playgrounds, and transportation to school presented lower participation settings than other locations. The participation of students with intellectual disabilities were affected by the students themselves, their environment, and educational tasks. Conclusion : School activities requiring self-care skills showed high participation. On the other hand, group activities and modified educational challenges presented lower participation. To promote the school participation of students with intellectual disabilities, students-environment task interactions should be considered.