Contextual strategies to support social inclusion for children with and without disabilities in recreation

References

• D'Eloia MH, Price P. Sense of belonging: is inclusion the answer? Sport Soc. 2018;21(1):91–105.
   Web of Science ®Google Scholar
• Silver H. Understanding social inclusion and its meaning for Australia. Aust J Soc Issues. 2010;45(2):183–154.
   Web of Science ®Google Scholar
• Mayer WE, Anderson LS. Perceptions of people with disabilities and their families about segregated and inclusive recreation involvement. Ther Recreation J. 2014;48(2):150–168.
   Google Scholar
• Devine MN, Parr MG. “Come on in, but not too far”: social capital in an inclusive leisure setting. Leis Sci. 2008;30(5):391–408.
   Web of Science ®Google Scholar
• Hutchinson P, Mecke T, Sharpe E. Partners in inclusion at a residential summer camp: a case study. Ther Recreation J. 2008;42(3):179–196.
   Google Scholar
• 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(2):137–159.
   Web of Science ®Google Scholar
• Edwards BM, Cameron D, King G, et al. Exploring social inclusion from the perspectives of children in an inclusive recreation program (Unpublished doctoral dissertation). University of Toronto, Canada.
   Google Scholar
• Kramer JM, Olsen S, Mermelstein A, et al. Youth with disabilities’ perspective of the environment and participation: a qualitative meta-synthesis. Child Care Health Dev. 2012;38(6):763–777.
   PubMed Web of Science ®Google Scholar
• Peck CA, Staub D, Gallucci C, et al. Parent perception of the impacts of inclusion on their nondisabled child. Res Pract Persons Severe Disabl. 2004;29(2):135–143.
   Google Scholar
• Schleien SJ, Miller KD. Diffusion and innovation: A roadmap for inclusive community recreation services. Res Pract Persons Severe Disabl. 2010;35(3–4):93–101.
   Google Scholar
• Scholl KG, Smith JG, Davison A. Agency readiness to provide inclusive recreation and after-school services for children with disabilities. Ther Recreation J. 2005;39(1):47–62.
   Google Scholar
• D'Eloia MH, Sibthorp J. Relatedness for youth with disabilities: testing a recreation program model. J Leis Res. 2014;46(4):462–482.
   Web of Science ®Google Scholar
• Koller D, Pouesard ML, Rummens JL. Defining social inclusion for children with disabilities: a critical literature review. Child Soc. 2018;32(1):1–13.
   Web of Science ®Google Scholar
• Crawford SK, Stafford NK, 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(4):404–423.
   PubMed Web of Science ®Google Scholar
• Doyle MB, Giangreco M. Guiding principles for including high school students with intellectual disabilities in general education classes. Am J Educ. 2013;42(1):57–72.
   Google Scholar
• Smart E, Edwards B, Kingsnorth S, et al. An arts-mediated program for children with and without disabilities: service providers’ use of strategies to create an inclusionary space. Disabil Rehabil. 2018;40(2):199–207.
   PubMed Web of Science ®Google Scholar
• 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. Children’s Health Care. 2016;45(2):204–226.
   Web of Science ®Google Scholar
• Anaby D, Hand C, Bradley L, et al. The effect of the environment on participation of children and youth with disabilities: a scoping review. Disabil Rehabil. 2013;35(19):1589–1598. 2010
   PubMed Web of Science ®Google Scholar
• Geldenhuys JL, Wevers N. Ecological aspects influencing the implementation of inclusive education in mainstream primary schools in the Eastern Cape, South Africa. SAJE. 2013;33(3):1–18.
   Google Scholar
• Edwards BM, Cameron D, King G, et al. How typically developing students perceive social inclusion of children with disabilities in mainstream schools: a scoping review. Intl J Disabil Dev Educ. 2019;66(3):298–324.
   Web of Science ®Google Scholar
• Batorowicz B, King G, Mishra L, et al. An integrated model of social environment and social context for pediatric rehabilitation. Disabil Rehabil. 2016;38(12):1205–1215.
   Web of Science ®Google Scholar
• Kim MK, Shin YR, Yu DC, et al. The meaning of social inclusion for people with disabilities in South Korea. Intl J Disabil Dev Educ. 2017;64(1):19–32.
   Web of Science ®Google Scholar
• Koster M, Nakken H, Pijl SJ, et al. Being part of the peer group: a literature study focusing on the social dimension in education. Intl J Disabil Dev Educ. 2009;13:117–140.
   Google Scholar
• 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.
   PubMed Web of Science ®Google Scholar
• Willis C, Girdler S, Thompson M, et al. Elements contributing to successful participation for children and youth with disabilities: a scoping review. Disabil Rehabil. 2017;39(17):1771–1784.
   PubMed Web of Science ®Google Scholar
• Willis JW. Foundations of qualitative research: interpretive and critical approaches. Thousand Oaks (CA): Sage Publications; 2012.
   Google Scholar
• Yilmaz K. Comparison of quantitative and qualitative research traditions: epistemological, theoretical, and methodological differences. Eur J Edu. 2013;48(2):311–325.
   Web of Science ®Google Scholar
• Kahlke RM. Generic qualitative approaches: Pitfalls and benefits of methodological mixology. Int J Qual Methods. 2014;13(1):37–52.
   Web of Science ®Google Scholar
• Crossman S, Donovan M, MacKie J, et al. Spiral Garden Resource Book. Toronto, Canada: Bloorview MacMillan Children’s Centre and Spiral Community Artists’ Circle; 2002.
   Google Scholar
• Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77–101.
   Google Scholar
• Cross AF, Traub E, Hutter-Pshgahi L, et al. Elements of successful inclusion for children with significant disabilities. Top Early Child Spec Educ. 2004;24(3):169–183.
   Web of Science ®Google Scholar
• Heah T, Case T, McGuire B, et al. Successful Participation: the lived experience among children with disabilities. Can J Occup Ther. 2007;74(1):38–47.
   PubMedGoogle Scholar
• Foley KR, Blackmore AM, Girdler S, et al. To feel Belonged: the voices of children and youth with disabilities on the meaning of wellbeing. Child Ind Res. 2012;5(2):375–391.
   Web of Science ®Google Scholar
• Spitzer SL. Using participant observation to study the meaning of occupations of young children with Autism and other Developmental Disabilities. Am J Occup Ther. 2003;57(1):66–76.
   PubMed Web of Science ®Google Scholar
• Smith B, McGannon KR. Developing rigor in qualitative research: problems and opportunities within sport and exercise psychology. Int Rev Sport Exerc Psychol. 2018;11(1):101–121.
   Web of Science ®Google Scholar
• Patton M. Qualitative research and evaluation methods. 4th ed. Thousand Oaks (CA): Sage Publications; 2015.
   Google Scholar
• Collier B, McGhie-Richmond D, Self H. Exploring communication assistants as an option for increasing communication access to communities for people who use augmentative communication. Augment Altern Comm. 2010;26(1):48–59.
   PubMed Web of Science ®Google Scholar
• Teachman G, Gibson BE. Communicative competence’ in the field of augmentative and alternative communication: a review and critique. Int J Lang Commun Disord. 2014;49(1):1–14.
   PubMed Web of Science ®Google Scholar
• DeWalt M, DeWalt BR. Participant observation: a guide for fieldworkers. Walnut Creek (CA): AltaMira Press; 2002.
   Google Scholar
• Spradley J. Participant Observation. Belmont (CA): Wadsworth Cengage Learning; 1980.
   Google Scholar
• Carnevale F, Macdonald M, Bluebond-Langner M, et al. Using participant observation in pediatric health care settings: ethical challenges and solutions. J Child Health Care. 2008;12(1):18–32.
   PubMed Web of Science ®Google Scholar
• Caelli K, Ray L, Mill J. Clear as mud”: toward greater clarity in generic qualitative research. Int J Qual Methods. 2003;2(2):1–24.
   Google Scholar
• Tracy S. Qualitative quality: eight “big tent” criteria for excellent qualitative research. Qual Inq. 2010;16(10):837–851.
   Web of Science ®Google Scholar
• Angen MJ. Evaluating interpretive inquiry: reviewing the validity debate and opening the dialogue. Qual Health Res. 2000;10(3):378–395.
   PubMed Web of Science ®Google Scholar
• Siperstein GN, Glick GC, Parker RC. Social inclusion of children with intellectual disabilities in a recreation setting. J Intellect Dev Disabil. 2009;47(2):97–107.
   Google Scholar
• Horton J. Disabilities, urban natures and children’s outdoor play. Soc Cult Geogr. 2017;18(8):1464–9365.
   Web of Science ®Google Scholar
• Andrews J, Falkmer M, Girdler S. Community participation interventions for children and adolescents with a neurodevelopmental intellectual disability: a system review. Disabil Rehabil. 2015;37(10):825–833.
   PubMed Web of Science ®Google Scholar
• Edwards BM, Smart E, King G, et al. Performance and visual arts-based programs for children with disabilities: a scoping review focusing on psychosocial outcomes. Disabil Rehabil. 2018. DOI:10.1080/09638288.2018.1503734
   Web of Science ®Google Scholar
• Lindsay S, Edwards A. Children’s lack of knowledge about disability can adversely impact their attitudes toward people with disabilities. Disabil Rehabil. 2013;35(8):623–646.
   PubMed Web of Science ®Google Scholar
• Leatherman JM, Niemeyer JA. Teachers’ attitudes toward inclusion teachers’ attitudes toward inclusion: factors influencing classroom practice. J Early Child Teach Educ. 2005;26(1):23–36.
   Google Scholar