1,606
Views
11
CrossRef citations to date
0
Altmetric
Research Papers

Creating an inclusive leisure space: strategies used to engage children with and without disabilities in the arts-mediated program Spiral Garden

, , , , , , & show all
Pages 199-207 | Received 26 May 2016, Accepted 15 Oct 2016, Published online: 16 Nov 2016

References

  • Jeanes R, Magee J. ‘Can we play on the swings and roundabouts?’: creating inclusive play spaces for disabled young people and their families. Leis Stud. 2012;31:193–210.
  • Devine MA, Parr MG. “Come on in, but not too far:” Social capital in an inclusive leisure setting. Leis Sci. 2008;30:391–408.
  • Rosenberg L, Bart O, Ratzon NZ, et al. Personal and environmental factors predict participation of children with and without mild developmental disabilities. J Child Fam Stud. 2013;22:658–671.
  • Simplican SC, Leader G, Kosciulek J, et al. Defining social inclusion of people with intellectual and developmental disabilities: an ecological model of social networks and community participation. Res Dev Disabil. 2015;38:18–29.
  • Egilson ST, Traustadóttir R. Theoretical perspectives and childhood participation. SJDR. 2009;11:51–63.
  • Odom SL, Buysse V, Soukakou E. Inclusion for young children with disabilities a quarter century of research perspectives. J Early Interv. 2011;33:344–356.
  • Koster M, Nakken H, Pijl SJ, et al. Being part of the peer group: a literature study focusing on the social dimension of inclusion in education. Int J Incl Educ. 2009;13:117–140.
  • Imms C, Adair B, Keen D, et al. ‘Participation’: a systematic review of language, definitions, and constructs used in intervention research with children with disabilities. Dev Med Child Neurol. 2016;58:29–38.
  • Crawford SK, Stafford KN, Phillips SM, et al. Strategies for inclusion in play among children with physical disabilities in childcare centers: an integrative review. Phys Occup Ther Pediatr. 2014;34:404–423.
  • Lindsay S, McPherson AC. Strategies for improving disability awareness and social inclusion of children and young people with cerebral palsy. Child Care Health Dev. 2012;38:809–816.
  • Phillips BN, Deiches J, Morrison B, et al. Social effectiveness a 30-year review of the rehabilitation counseling literature. Rehabil Couns Bull. 2015;60:1–11.
  • Becker E, Dusing S. Participation is possible: a case report of integration into a community performing arts program. Physiother Theory Pract. 2010;26:275–280.
  • Devine MA. “Being a ‘doer’ instead of a ‘viewer’”: the role of inclusive leisure contexts in determining social acceptance for people with disabilities. J Leis Res. 2004;36:137.
  • Devine MA, O’Brien MB. The mixed bag of inclusion: an examination of an inclusive camp using contact theory. Ther Recreation J. 2007;41:201.
  • Boyd CM, Fraiman JL, Hawkins KA, et al. Effects of the STAR intervention program on interactions between campers with and without disabilities during inclusive summer day camp activities. Educ Train Dev Disabil. 2008;43:92–101.
  • King G, Rigby P, Batorowicz B. Conceptualizing participation in context for children and youth with disabilities: an activity setting perspective. Disabil Rehabil. 2013;35:1578–1585.
  • Hutchison P, Mecke T, Sharpe E. Partners in inclusion at a residential summer camp: a case study. Ther Recreation J. 2008;42:181.
  • Whyte J, Hart T. It’s more than a black box; it’s a Russian doll: defining rehabilitation treatments. Am J Phys Med Rehabil. 2003;82:639–652.
  • King G, McPherson A, Kingsnorth S, et al. Residential immersive life skills programs for youth with disabilities: service providers’ perceptions of experiential benefits and key program features. Disabil Rehabil. 2015;37:971–980.
  • Archibald M, Scott S, Hartling L. Mapping the waters: a scoping review of the use of visual arts in pediatric populations with health conditions. Arts Health. 2014;6:5–23.
  • Broderick S. Arts practices in unreasonable doubt? Reflections on understandings of arts practices in healthcare contexts. Arts Health. 2011;3:95–109.
  • King G, Kingsnorth S, Sheffe S, et al. An inclusive arts-mediated program for children with and without disabilities: establishing community and an environment for child development through the arts. Child Health Care. 2016;45:229–251.
  • MacKie J, Petryk B. Introduction. In: MacKie J, Petryk B, editors. Spiral Garden resource book. 2nd ed. Toronto: Bloorview Kids Rehab and Spiral Community Artists’ Circle; 2009. p. 1–3.
  • Davis H. Distance in proximity: Spiral Garden, community-based art, and friendship. Third Text. 2015;29:47–60.
  • Devine MA, Lashua B. Constructing social acceptance in inclusive leisure contexts: the role of individuals with disabilities. Ther Recreation J. 2002;36:65.
  • Barron K. Social inclusion as a theoretical concept and a social practice. In: Traustadóttir R, Ytterhus B, Thóra Egilson S, Berg B, editors. Childhood and disability in the Nordic countries: being, becoming, belonging. New York: Palgrave MacMillan; 2015. p. 133–148.
  • Haverkamp BE, Young RA. Paradigms, purpose, and the role of the literature formulating a rationale for qualitative investigations. Counsel Psychol. 2007;35:265–294.
  • Sandelowski M. Focus on research methods: whatever happened to qualitative description? Res Nurs Health. 2000;23:334–340.
  • Tracy SJ. Qualitative quality: eight “big-tent” criteria for excellent qualitative research. Qual Inq. 2010;16:837–851.
  • Fylan F. Semi-structured interviewing. In: Miles J, Gilbert P, editors. A handbook of research methods for clinical and health psychology. Oxford: Oxford University Press on Demand; 2005. p. 65–77.
  • Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3:77–101.
  • Lincoln YS, Guba EG. Naturalistic inquiry. Newbury Park (CA): Sage; 1985. p. 1–416.
  • Stake RE, Trumbull DJ. Naturalistic generalizations. Rev J Philos Soc Sci. 1982;7:1–12.
  • Cross AF, Traub EK, Hutter-Pishgahi L, et al. Elements of successful inclusion for children with significant disabilities. Topics Early Childhood Spec Educ. 2004;24:169–183.
  • Anaby D, Law M, Teplicky R, et al. Focusing on the environment to improve youth participation: experiences and perspectives of occupational therapists. Int J Environ Res Public Health. 2015;12:13388–13398.
  • Falardeau M, Durand MJ. Negotiation-centred versus client-centred: which approach should be used? Can J Occup Ther. 2002;69:135–142.
  • Kinsella EA. Reflections on reflective practice. Can J Occup Ther. 2001;68:195–198.
  • Bright FA, Boland P, Rutherford SJ, et al. Implementing a client-centred approach in rehabilitation: an autoethnography. Disabil Rehabil. 2012;34:997–1004.
  • What is HIGH FIVE®: Mission, vision and principles [Internet]. Parks and Recreation Ontario [cited 2016 Mar 14]. Available from: http://highfive.org/what-high-five/mission-vision-and-principles.
  • King G. A relational goal-oriented model of optimal service delivery to children and families. Phys Occup Ther Pediatr. 2009;29:384–408.
  • Batorowicz B, King G, Mishra L, et al. An integrated model of social environment and social context for pediatric rehabilitation. Disabil Rehabil. 2016;38:1204–1215.
  • Sameroff A. A unified theory of development: a dialectic integration of nature and nurture. Child Dev. 2010;81:6–22.
  • Matthews SH. A window on the ‘new’ sociology of childhood. Sociol Compass. 2007;1:322–334.
  • Gibson BE. Parallels and problems of normalization in rehabilitation and universal design: enabling connectivities. Disabil Rehabil. 2014;36:1328–1333.
  • Gibson BE, Carnevale FA, King G. ‘This is my way’: reimagining disability, in/dependence and interconnectedness of persons and assistive technologies. Disabil Rehabil. 2012;34:1894–1899.
  • Goodwin DL, Lieberman LJ, Johnston K, et al. Connecting through summer camp: youth with visual impairments find a sense of community. Adapt Phys Activ Q. 2011;28:40–55.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.