Branch, Janet Katrina B. and Kem, Sidavann Monica and Lord, Blake H. (2017) Beyond play: Meaningful occupations of children with intellectual disabilities in Ethiopia. Masters thesis, Stanbridge University.
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Abstract
Objective: The purpose of this thesis is to gain insight into the perspectives of children, ages ten to sixteen with intellectual disabilities in Addis Ababa, Ethiopia regarding the meaning of their daily occupations to increase participation, knowledge, and expand the literature. There is minimal published research on children with disabilities in developing countries regarding their occupations. Research by Kinebanian and Stomph (1992) shows that occupational therapy comes from Western values through personal independence, engaging in activities, and doing things for oneself. Therefore, it is important for occupational therapy practitioners and students to understand various cultural norms and occupations of vulnerable, marginalized populations to provide the best practice available when working across cultures. Method: Using an exploratory method design, participants were recruited from the Center for Mentally Challenged Children (CMCC) in Addis, Ethiopia. Participants took photos of meaningful occupations in their home, school, and community over a two-week period. Investigators interviewed participants regarding the meaning of the occupations they photographed. Participants discussed eleven photographs; three each from home, school, and community and two free choice photos. Investigators used the coding software Dedoose to analyze themes and patterns based on participant’s interviews using operational definitions from the Occupational Therapy Practice Framework: Domain and Process (Framework-III). Results: Results were based on one participant’s response; Bubu, a ten-year-old boy. Several themes arose during analysis: autonomy, a new occupation, and participation in activities. Bubu expressed every area of occupation according to the Framework-III vii except for work and frequently expressed autonomy by stating: “I need it.” Overall, Bubu’s most frequently photographed occupation was leisure participation in which photography became a new occupation. Conclusion: Exploratory methods using photography and the Participatory Occupational Justice Framework allowed a child with an intellectual disability in a vulnerable, marginalized community to feel empowered, develop new skills, and engaged to share his experiences. Photography allowed Bubu to use problem-solving skills, abstract thinking, fine motor skills, increased participation, and socialization among family, peers, teachers, and investigators. Therefore, through participatory action research using a photographic method and interview, investigators attained insight into meaningful occupations of the participant’s life in environments such as life at home, school, and in the community.
| Item Type: | Thesis (Masters) |
|---|---|
| Uncontrolled Keywords: | MSOTOC4 |
| Subjects: | R Medicine > RM Therapeutics. Pharmacology |
| Depositing User: | Kareena Yashko |
| Date Deposited: | 12 Jan 2026 23:45 |
| Last Modified: | 12 Jan 2026 23:45 |
| URI: | http://repository.stanbridge.edu/id/eprint/206 |
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