Social inclusion of children with intellectual disabilities in a recreational setting.
The social acceptance of children with and without intellectual disabilities was examined in an inclusive, summer recreational program. Participants were 67 children entering Grades 3 through 6, of which 29 were identified as having a mild intellectual disability. Children were recruited from economically and racially diverse urban school districts. Results showed that children with and without intellectual disabilities were equally accepted by their peers. Specifically, 95% of children without intellectual disabilities indicated that they liked to "hang out with" at least 1 child with an intellectual disability. Results also indicated that the majority of children without intellectual disabilities made at least 1 new friend with another child with an intellectual disability. The features of recreational programming that promote social inclusion are discussed.
Siperstein
Gary N
GN
John W. McCormack Graduate School of Policy Studies, Center for Social Development and Education, University of Massachusetts, Boston, MA 02125, USA. gary.siperstein@umb.edu
Glick
Gary C
GC
Parker
Robin C
RC
D000293:Adolescent; D002648:Child; D004519:Education, Special; D005260:Female; D033062:Friends / Q000523:psychology; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology* / Q000534:rehabilitation; D007360:Intelligence; D008297:Male; D010379:Peer Group; D011998:Recreation / Q000523:psychology*; D012933:Social Identification; D012963:Sociometric Techniques; D013177:Sports / Q000523:psychology; D014505:Urban Population