生活之“參與”攸關於兒童之心理-情緒及技能之健全發展。而屆學齡期’兒童面臨由學前階段 轉銜至國小，不同的生活場域或情境將伴隨著不同的生活經驗。尤其是身心障礙之學齡兒童（6-12 歲），充分參與家庭、學校及社區之生活，也被認為是擬定復健或教育計畫最終的目標。雖然， 國際健康功能與身心障礙分類系統（ICF)及其兒童及青少年版（ICF-CY )廣泛地定義“參與”為“融 入生活情境”，然而學齡期兒童參與之評估工具用以評量“參與”的名詞與向度卻不一致。因此， 本文獻回顧之目的在於依據三個不同概念（「在自然情境下的能力」（capability)、在一般或自然環 境下所做的「表現」（performance)及心理學觀點之主觀感受）及多重面向的測量給予學齡兒童“參 與”之操作型定義。同時也利用三個概念及多面向測量來歸納相關的參與測量工具。專業人員可 利用這些參與測量工具與教師及兒童之家庭共同合作來發掘環境因素、建立功能剖面圖及設定目 標。最後，專業能幫助兒童藉由合適之參與評估或測量來達到充分參與生活之終極目標。（物理治 療 2013;38⑴:37-49)

“Participation” in life experiences for school children is important for the development of psychological, emotional and physical skills. Children at school age may face a transition from preschool to school settings, or from home to community contexts that generate change in life experiences. Especially for school children with disabilities, full participation in home, school, and community is the ultimate outcome for developing rehabilitation and education plans. The International Classification of Functioning, Disabilities and Health (ICF) and its child and youth version (ICF-CY) define participation as “involvement in a life situation”. However, participation of children has been defined with varied terms and multiple perspectives across measurement tools. Therefore, this review synthesized participation measures by 3 constructs (t4Capabil-ity”，“Performance”，and “Subjective experience”）with the aim to operationally define “Participation” for children at school age. The reviewed measures for participation were linked to the three constructs and corresponding measurable dimensions. Dependent on aim for assessment professionals can use the measures for specific dimensions to support children’s participation by identifying participation reJated environmental] problems, and for setting goals in collaboration with teachers and families. (FJPT 2013;38(l):37-49)