Liao, Hua-FangHua-FangLiaoLiao, Ya-TzuYa-TzuLiaoChen, Li-ChiouLi-ChiouChenYEN-TZU WUKang, Lin-JuLin-JuKangGranlund, MatsMatsGranlundBjörck, EvaEvaBjörck2025-06-232025-06-232025-04-07https://scholars.lib.ntu.edu.tw/handle/123456789/730194To 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. 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. 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. 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.enICFchildrengoalparticipationself-reportspecial educational needs[SDGs]SDG3[SDGs]SDG4journal article10.1097/PEP.000000000000120240193591