Status of Participation in Daily Activities among Children and Adolescents with Intellectual Disabilities

Abstract

Background: Participation in daily activities is essential for children’s development and well-being. However, children and adolescents with Intellectual Disabilities often face restricted participation due to cognitive, communication and environmental barriers, limiting their involvement at home, school and in the community. In Bangladesh, limited inclusive opportunities and a lack of empirical evidence highlight the need to understand their participation patterns to support effective interventions and inclusion. Aim: To know the level of participation in daily activities among children and adolescents with Intellectual Disabilities. Methods: This study followed cross-sectional study with forty children and adolescents with intellectual disabilities. Data was collected through Child and Adolescents with Intellectual Disabilities (CASP) scoring guidelines in face-to-face survey method among 40 parents with children and adolescents with intellectual disabilities. The data was analyzed by using the SPSS 20 version for descriptive analysis. Results: The findings of this study indicate that children and adolescents with Intellectual Disabilities experience substantial participation restrictions across all domains of the CASP. The highest proportion of “Age expected” participation is reported in Home Participation (50%), School Participation is (15%) similarly restricted for most children. There is small participation in Home and Community Living Activities (7.5%). But there is no ‘Age expected’ participation in Neighborhood and Community Participation. Overall, the results demonstrate a consistently low level of functional participation among children and adolescents with ID in Bangladesh. Conclusion: By identifying patterns of participation and the factors that influence them, this study aims to contribute evidence that can inform occupational therapy practice, promote inclusive strategies, and guide policy development in Bangladesh. The findings may support families, educators, and healthcare professionals in enhancing opportunities for meaningful engagement and improving the overall quality of life of children and adolescents with intellectual disabilities. Keywords: Intellectual Disability, participation, daily activities, children and adolescents, CASP, Bangladesh.