Contextual strategies to support social inclusion for children with and without disabilities in recreation
Bibliographic record
Abstract
PURPOSE: Integrating children with and without disabilities in recreation programs is assumed to promote inclusion. How social inclusion is facilitated in recreation settings, however, is not fully known. This study aimed to explore how social inclusion is supported in a recreation program. MATERIALS AND METHODS: A generic qualitative methodology was adopted. Seventeen children with and without disabilities registered for the same program were recruited. This sample included eight children with disabilities and nine typically developing children between the age of eight and 17. Two semi-structured interviews and three, two-hour observation periods were conducted with each participant. Inductive thematic analysis was used to analyze interview and observation data. RESULTS: This study revealed five themes that support meaningful aspects of social inclusion from participants' perspectives: (a) creating opportunities for children to communicate their interests and desires; (b) providing opportunities to choose self-directed activities; (c) strategically selecting and placing objects to support interactions between children with and without disabilities; (d) directly encouraging interactions between children with and without disabilities, and; (e) Having relatively equal numbers of children with and without disabilities. CONCLUSIONS: This study facilitates a better understanding of how meaningful inclusion experiences can be facilitated in recreation settings.Implications for rehabilitationParticipation in recreation programs that implement inclusive strategies could mitigate social isolation and loneliness for children with disabilities.Children with and without disabilities may experience greater sense of inclusion when recreation programs adopt a process-oriented and child-driven approach.Staff play a critical role in implementing inclusive strategies such as establishing group communication competency between children with and without disabilities, which could be supported by staff training.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.006 | 0.005 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".