Rehabilitation Science Institute, University of Toronto, Toronto, Canada.
Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada.
Disabil Rehabil. 2021 Jun;43(11):1615-1625. doi: 10.1080/09638288.2019.1668972. Epub 2019 Oct 12.
Integrating children with and without disabilities in recreation programs is assumed to promote inclusion. How social inclusion is facilitated in recreation settings, however, is not fully known. This study aimed to explore how social inclusion is supported in a recreation program.
A generic qualitative methodology was adopted. Seventeen children with and without disabilities registered for the same program were recruited. This sample included eight children with disabilities and nine typically developing children between the age of eight and 17. Two semi-structured interviews and three, two-hour observation periods were conducted with each participant. Inductive thematic analysis was used to analyze interview and observation data.
This study revealed five themes that support meaningful aspects of social inclusion from participants' perspectives: (a) creating opportunities for children to communicate their interests and desires; (b) providing opportunities to choose self-directed activities; (c) strategically selecting and placing objects to support interactions between children with and without disabilities; (d) directly encouraging interactions between children with and without disabilities, and; (e) Having relatively equal numbers of children with and without disabilities.
This study facilitates a better understanding of how meaningful inclusion experiences can be facilitated in recreation settings.Implications for rehabilitationParticipation in recreation programs that implement inclusive strategies could mitigate social isolation and loneliness for children with disabilities.Children with and without disabilities may experience greater sense of inclusion when recreation programs adopt a process-oriented and child-driven approach.Staff play a critical role in implementing inclusive strategies such as establishing group communication competency between children with and without disabilities, which could be supported by staff training.
将残疾儿童和非残疾儿童纳入娱乐项目中，被认为可以促进融合。然而，在娱乐环境中如何促进社会包容还不完全清楚。本研究旨在探讨如何在娱乐项目中支持社会包容。
采用通用的定性方法。招募了 17 名有和没有残疾的儿童参加同一个项目。该样本包括 8 名残疾儿童和 9 名 8 至 17 岁的典型发展儿童。对每个参与者进行了两次半结构化访谈和三次两小时的观察。采用归纳主题分析方法对访谈和观察数据进行分析。
本研究从参与者的角度揭示了支持社会包容的五个主题：(a)为儿童提供表达兴趣和愿望的机会；(b)提供选择自我指导活动的机会；(c)战略性地选择和放置物品，以支持残疾儿童和非残疾儿童之间的互动；(d)直接鼓励残疾儿童和非残疾儿童之间的互动；(e)让残疾儿童和非残疾儿童的人数相对平等。
本研究有助于更好地理解如何在娱乐环境中促进有意义的包容体验。对康复的启示：参加实施包容性策略的娱乐项目可以减轻残疾儿童的社交孤立和孤独感。当娱乐项目采用面向过程和以儿童为中心的方法时，残疾儿童和非残疾儿童可能会有更大的包容感。工作人员在实施包容性策略方面发挥着关键作用，例如在残疾儿童和非残疾儿童之间建立团体沟通能力，可以通过工作人员培训来支持。
