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

Area of Science:

• Childhood Disability Studies
• Social Inclusion Research
• Recreation Program Evaluation

Background:

• Limited research explores children's perspectives on social inclusion, particularly for those with disabilities.
• Understanding these views is crucial for creating effective inclusive experiences in recreational settings.

Purpose of the Study:

• To explore meaningful aspects of social inclusion from the viewpoints of children with and without disabilities.
• To identify key elements that contribute to a sense of belonging in inclusive recreation programs.

Main Methods:

• A generic qualitative approach was employed.
• Semi-structured interviews were conducted with 17 children participating in an inclusive recreation program.
• Inductive thematic analysis was used to interpret the interview data.

Main Results:

• Three dimensions of social inclusion emerged: contextual, intrapersonal, and interpersonal.
• Contextual factors included activity choice and equitable staff attention.
• Intrapersonal aspects involved psychological safety and group fellowship.
• Interpersonal elements comprised authentic interactions and mutual help.

Conclusions:

• Findings highlight the multifaceted nature of social inclusion from children's perspectives.
• These insights can inform the design and implementation of future inclusive recreation programs.
• Promoting these identified dimensions can enhance social inclusion for all children.