Liao, Hua-FangLiao, Ya-TzuChen, Li-ChiouWu, Yen-TzuKang, Lin-JuGranlund, MatsBjorck, Eva2025-08-202025-07Liao, H.-F., Liao, Y.-T., Chen, L.-C. et al. 2025, 'Collaborative goal-setting approaches to support participation of children with special educational needs', Pediatric Physical Therapy, vol. 37, no. 3, pp. 336-344, doi : 10.1097/PEP.0000000000001202.0898-5669 (print)1538-005X (online)10.1097/PEP.0000000000001202http://hdl.handle.net/2263/103942PURPOSE : To compare the participation ratings between children with special educational needs and their primary caregivers and investigate the activities children desire to change and their participation-based goals. METHODS : Twenty children with special educational needs aged 8 to 12 years were interviewed using the Functioning Scale of the Disability Evaluation System—Child to measure participation frequency and independence and select desire-to-change activities. The International Classification of Functioning, Disabilities, and Health-based Collaborative Problem Solving was used to form participation-based goals. RESULTS : Children reported participation differently from their primary caregivers. Nineteen children identified desire-to-change activities mostly related to the home and community settings and indicated a desire to change participation frequency. Children’s participation-based goals reflected their desires to do their preferred activities more often. CONCLUSIONS : Children with special educational needs had unique perspectives different from those of their caregivers, and they could identify desired activities and set participation goals with semi-structured methods.en© 2025 Academy of Pediatric Physical Therapy of the American Physical Therapy Association.Special educational needsPrimary caregiversChildrenGoalInternational Classification of Functioning, Disabilities, and Health-based (ICF)ParticipationSelf-reportPostprint Article