Exploring the clothing-related needs and barriers of children and youth with physical disabilities: a scoping review
Bibliographic record
Abstract
PURPOSE: Clothing is crucial in enhancing functional abilities and promoting social participation for children and youth with physical disabilities. They often struggle to access clothing that supports daily activities and social participation. Yet, little is known about their clothing needs. This scoping review synthesizes existing research to explore the clothing-related experiences of these individuals. METHODS: This scoping review followed the JBI methodology and systematically searched five international databases: Embase, Medline, PsycINFO, Scopus, and Web of Science. RESULTS: 6549 studies were identified, of which 17 met the inclusion criteria, covering six countries spanning over 61 years, involving 550 participants. We noted the following trends: (1) clothing challenges and concerns (i.e., functional challenges; esthetic concerns; fitting, sizing and comfort challenges; dignity and modesty concerns; fabric, fiber and durability challenges; safety concerns) (2) clothing design-development, clothing adaptation and clothing assessment; (3) impact of clothing on physical health, daily life and independence; and (4) impact of clothing on mental health (i.e., self-esteem and confidence, social inclusion and acceptance). CONCLUSIONS: The findings revealed that clothing affects the daily functioning, independence, overall health of this population. Future research should prioritize interdisciplinary collaboration among rehabilitation clinicians, designers, and caregivers to develop inclusive clothing designs that address these needs.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".