Exploring the Shared Meaning of Social Inclusion to Children with and without Disabilities

Abstract

Aims

Perspectives of children with and without disabilities on social inclusion are seldom sought in the childhood disability literature, impeding the ability to provide inclusive experiences for all children. This qualitative study explored meaningful aspects of social inclusion from the perspectives of children with and without disabilities in an inclusive recreation program.

Methods

Drawing on the interpretive paradigm and subjectivity epistemology, this study adopted a generic qualitative methodological approach. Seventeen children with and without disabilities involved in the same inclusive recreation program participated in two semi-structured interviews. These interviews were analyzed using an inductive thematic analysis.

Results

Three key themes emerged and were interpreted as dimensions of social inclusion: contextual, intrapersonal, and interpersonal. The contextual dimension included the freedom to choose activities and receiving equal attention from staff. The intrapersonal dimension was characterized by psychological safety and group fellowship. The interpersonal dimension included having positive authentic interactions and giving/receiving help.

Conclusions

These findings may influence future program development and implementation to promote inclusive experiences for all children.

Keywords:

• Impairment
• integration
• participation
• qualitative methods
• recreation
• typically developing children

Acknowledgements

The authors would like to thank the participants and their families for taking the time to share their experiences. The authors would also like to thank the Spiral Garden program coordinators for supporting this study.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This project was funded by the Holland Bloorview Foundation Graduate Student Scholarship at Holland Bloorview Children’s Rehabilitation Hospital. There was not a grant number assigned to this scholarship.

Notes on contributors

Brydne Edwards

Dr. Brydne Edwards is a Professional Practice Specialist and Educator at VHA Home Healthcare and an Adjunct Lecturer in the Department of Occupational Sciences and Occupational Therapy at the University of Toronto. Dr. Edwards has a clinical background in occupational therapy and has a passion for supporting evidence-based education that supports participation and inclusion in the community.

Debra Cameron

Dr. Debra Cameron is International Fieldwork Coordinator in the Department of Occupational Science and Occupational Therapy and Education Lead in the International Centre for Disability and Rehabilitation both at the University of Toronto. Her research interests include cognitive interventions with children, global health, and diversity and inclusion.

Gillian King

Gillian King is a Distinguished Senior Scientist (Bloorview Research Institute), Professor in the Department of Occupational Science and Occupational Therapy (University of Toronto), and Canada Research Chair in Optimal Care for Children with Disabilities (Tier 1). Her research interests include the participation of children with disabilities, youth transitions, client and parent wellness, and client engagement. Her current research focuses on developing measures of engagement in therapy; the key elements and processes underlying the effectiveness of youth transition programs; mental health and the participation of children and youth with disabilities; and the role of resiliency in rehabilitation service delivery.

Amy C. McPherson

Dr. Amy C. McPherson is a Senior Scientist (Bloorview Research Institute) and Associate Professor (Dalla Lana School of Public Health and Rehabilitation Sciences Institute, University of Toronto). She leads the ProFILE Lab (Promoting a Future of Inclusive Healthy Lifestyles for Everyone), which conducts research on promoting health and wellness in children with disabilities. Of particular interest is the use of strengths-based interventions, and the development of evidence-informed resources to promote helpful conversations between healthcare professionals, children with disabilities and their families on topics such as weight, sexuality and mental health.