ABSTRACT
Background
Participation in educational settings is essential for children’s development, learning and well-being. Although access to (pre)school is a fundamental right, participation often depends on children’s language abilities. Developmental language disorder (DLD) is among the most common childhood conditions, yet little is known about age- and institution-related differences in participation among children with DLD. This study explores parental perspectives on participation of children with DLD in preschool and primary school settings, considering environmental influences and strategies used to support participation.
Methods
Parents of preschool-aged (n = 45; M
age
= 6.3) and primary school-aged children (n = 56; M
age
= 8.5) with DLD in Germany completed the Participation and Environment Measure for Children and Youth. Mann–Whitney U tests and chi-squared analyses were used to examine group differences, whereas an inductive content analysis was applied to identify categories in the responses to open-ended questions.
Results
According to parental reports, primary school children showed slightly higher average participation, but only two activities differed significantly, indicating largely similar participation patterns across groups. Despite high overall involvement, participation frequency varied, with almost a third of children never taking part in school-sponsored teams or holding special roles. Classroom activities showed the highest participation frequency but also the lowest involvement and the strongest parental desire for change. Environmental supports outweighed barriers, but sensory and cognitive demands remained key challenges across both groups. Strategies of preschool parents focused on daily routines, planning and logistics, whereas parents of school-aged children emphasized academic support and collaboration with educators. Across both groups, emotional and motivational support was the most reported strategy.
Conclusion
Parental reports highlight that participation among children with DLD is shaped more by environmental demands and available supports than by educational stage alone. These findings underscore the importance of context-sensitive, family-informed approaches to fostering meaningful engagement in everyday school activities.