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Inclusion understood from the perspectives of children with disability

Nancy Spencer-Cavaliere1, E Jane Watkinson

  • 1Faculty of Physical Education and Recreation, University of Alberta, Edmonton, Alberta, Canada.

Adapted Physical Activity Quarterly : APAQ
|October 20, 2010
PubMed

Insights

Children with disabilities feel included in physical activity when they can join games and feel like real participants with friends. Their inclusion depends on others' actions.

Area of Science:

  • Pediatrics
  • Disability Studies
  • Sports Science

Background:

  • Inclusion in physical activity is crucial for children with disabilities.
  • Understanding children's lived experiences of inclusion is essential for effective interventions.

Purpose of the Study:

  • To explore the perspectives of children with disabilities on inclusion in physical activity.
  • To identify factors that contribute to or hinder inclusion in sports, games, and play.

Main Methods:

  • Semistructured interviews were conducted with 11 children (aged 8-12) with various disabilities.
  • Interviews were audio-recorded, transcribed verbatim, and analyzed using content analysis.
  • Identified themes related to children's experiences of inclusion in physical activity.

Main Results:

  • Three key themes emerged: gaining entry to play, feeling like a legitimate participant, and having friends.
  • Children's sense of inclusion was influenced by the actions of others.
  • These themes impacted feelings of inclusion in various physical activity contexts.

Conclusions:

  • The actions of peers and adults significantly shape the inclusion experiences of children with disabilities in physical activity.
  • Findings have implications for inclusive physical education, recreation programs, and unstructured play.
  • Promoting supportive social interactions is key to fostering genuine inclusion.

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