Aim: Identifying disability among children in surveys is important for improving public health initiatives. However, this process is challenging, as different measurement approaches and cut-offs impact prevalence rates. This study aims to assess disability using non-relational and relational models with different cut-offs to reveal the differences in prevalence, and to examine differences in life satisfaction between children with and without disabilities based on the varying measures. Method: This cross-sectional study used data from 6049 Norwegian children (10–13 years). We assessed non-relational disability using Washington Group questions about functional limitations. We additionally measured perceived barriers in school and leisure for those who reported functional limitations, to assess disability according to the relational model. Different cut-offs were applied for both measures. Linear regression analysis was used to investigate differences in life satisfaction between children with and without disabilities for all measures. Results: Disability prevalence rates were lower under the relational model compared to the non-relational model across all cut-offs, indicating that many children who were identified as disabled in the non-relational model do not experience hindrances in school or leisure. For example, with the ‘often or more’ cut-off, the non-relational model showed a 27.6% prevalence, while the relational model showed 8.2%. Life satisfaction was significantly lower among children with disabilities compared to their peers without disabilities, with larger differences observed when using the relational model. Conclusions: Assessing disability through the relational model provides a nuanced understanding of disability by emphasising societal barriers. Incorporating perceived hindrances in children’s daily lives offers valuable insights for public health initiatives and policy making.
Møller-Skau et al. (Thu,) studied this question.