Exploring Children’s Perceptions of Two School-Based Social Inclusion Programs: A Pilot Study

Lindsay, Sally; McPherson, Amy C.; Aslam, Henna; McKeever, Patricia; Wright, Virginia

doi:10.1007/s10566-012-9183-9

Cited by 13 publications

(9 citation statements)

References 44 publications

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“…At the same time, participation in inclusive schools may elicit stigma, in the form of name‐calling and exclusion by non‐disabled peers (Cooney and others, ). Poor school policies, restrictive physical environments and lack of accommodations are also barriers to the social inclusion of children with disabilities (Alston and Kilham, ; Lindsay and others, ; Seymour and others, ).…”

Section: Resultsmentioning

confidence: 99%

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

2017

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Social inclusion is a complex and often misunderstood concept. For children with disabilities, research has documented the degree of loneliness, bullying and exclusion they often experience in their social lives. This paper presents the findings of a critical literature review on the social inclusion of children with disabilities. Study methods comprised rigorous criteria for study selection followed by established protocols for evaluating studies. Reputable rating scales were used to examine peer-reviewed research published within the last 10 years. Fifty-four studies were analyzed for essential themes. Findings reflect a broad range of stakeholder perspectives and factors that promote or inhibit social inclusion, including child-specific variables as well as environmental influences. Additional research should focus on the perspectives and experiences of children in inclusive settings, particularly those with disabilities, as a means of safeguarding their future social and emotional well-being. © 2017 John Wiley & Sons Ltd and National Children's Bureau Keywords: children, disabilities, peers, social inclusion, social relationships, stigma. BackgroundEstimates of worldwide child disability rates are speculative and dated; however, UNICEF estimates that approximately 93 million (1 in 20) of people aged 14 or younger live with a moderate or severe disability (UNICEF, 2013). In the USA, 5.2 per cent (2.8 million) of the 53.9 million school-aged children (aged 5-17) were reported to have a disability in 2010 (Disability Characteristics, American Community Survey, 2010). For comparison, Human Resources and Skills Development Canada (2011) indicates that 202 350 children (3.7%, aged 0-14 years) and 96 060 teens (4.6%, aged 15-19 years) in Canada have a disability. The most commonly diagnosed disabilities among children include learning, communication and developmental disabilities, while children are also commonly diagnosed with physical disabilities (US Census Bureau, 2010).'Social inclusion' is a multifaceted and largely subjective construct (Le Boutillier and Croucher, 2010). It is often described in opposition to 'social exclusion', which refers to the stigmatisation or marginalisation of certain groups based on particular characteristics, such as socioeconomic status, race, gender or disability. For children with disabilities, social inclusion requires overcoming significant social, economic and political barriers to achieve meaningful involvement in society (Hill and others, 2004). This can involve the ability to make friends, participate in community activities, engage in leisure and play, and have access to quality inclusive practices in the classroom. Social inclusion, therefore, establishes a basis for overall well-being and is a critical component of becoming a valued and contributing member of the community (Mâsse and others, 2012;Murray and Greenberg, 2006).Although children with disabilities value peer relationships and participation in community activities, they continue to experience low levels of ...

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Section: Resultsmentioning

confidence: 99%

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

2017

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“…Second, peers were quite willing to be a part of peer support arrangements and peer networks, and they valued and learned from their friendships with students with severe disabilities. Peers who are not typically engaged with students with disabilities may be unsure how to include them in ongoing activities (Lindsay, McPherson, Aslam, McKeever, & Wright, 2013; Whitehurst & Howells, 2006). Training peers on how to do just this was an important step in implementing the peer support arrangements and peer networks.…”

Section: Discussionmentioning

confidence: 99%

“I Never Truly Thought About Them Having Friends”

Leigers

Kleinert

Carter

2017

Rural Special Education Quarterly

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Students with severe disabilities often experience limited social participation and few friendships at school. We describe a project to equip school teams to implement peer support arrangements and peer networks focused on friendships, inclusion, and learning. We adopted a phenomenological qualitative approach to learn how participants viewed these interventions within their schools, issues emerging during implementation, and the impact of these interventions. We discuss themes surrounding (a) the impact of the context and structure of the school on implementation, (b) participants’ views on professional development related to these interventions, and (c) impact on students, peers, and the broader school community.

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“…For instance, Berg developed a card game that players can earn tokens by answering questions regarding bullies, victims, and bystanders. Lindsay et al also used a knowledge‐based game to promote social skills. It is worth noting that the popular KiVa antibullying program also includes a virtual learning environment that students can learn bullying knowledge and skills to act in bullying situations by playing a computer game .…”

Section: Game Descriptionmentioning

confidence: 99%

Effects of a Collaborative Board Game on Bullying Intervention: A Group‐Randomized Controlled Trial

Nieh

2018

Journal of School Health

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Exploring Children’s Perceptions of Two School-Based Social Inclusion Programs: A Pilot Study

Cited by 13 publications

References 44 publications

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

“I Never Truly Thought About Them Having Friends”

Effects of a Collaborative Board Game on Bullying Intervention: A Group‐Randomized Controlled Trial

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