Active Play for Children and Youth with Disabilities
Bibliographic record
Abstract
Children and youth with disability participate in play activities, particularly in an active form, less frequently than their peers without disability. This disparity calls for identifying barriers that limit their participation, while also exploring that foster meaningful play experiences among children and youth with disability. This thesis examined barriers, facilitators, and opportunities for active play among children and youth with disabilities. This thesis is a compilation of two research studies. The first study (Chapter 3) synthesized evidence from existing systematic and scoping reviews to investigate how children and youth with disabilities and their adult facilitators define, perceive, and experience active play, as well as the barriers, facilitators, and interventions influencing their participation. This study revealed that children and youth with disability perceive and experience active play in diverse ways; thus, defining active play solely in terms of voluntary engagement and intrinsic motivation risks overlooking varying forms of play (e.g., facilitated, adapted, or structured) that can support meaningful participation for children and youth with disabilities. Consequently, reframing how active play is conceptualized and operationalized is needed to better support active play for children and youth with disability. The second study (Chapter 4) is an environmental scan of federal and provincial policies supporting play participation for children and youth with disability in Canada. This study supplements the first study by addressing the limited evidence on public policy factors, highlighting how structural support shapes opportunities for meaningful play participation for children and youth with disability. The findings indicate that while federal policies demonstrate a strong commitment to accessibility and inclusion, provincial approaches are inconsistent, with only a few explicitly addressing inclusive play. Collectively, the overall findings of this thesis provide a comprehensive overview of the barriers, facilitators, and opportunities for active play, offering critical insights into how conceptual, social, and structural factors intersect to shape the play experiences of children and youth with disability. These insights highlight the importance of multi-level strategies—ranging from redefining play, to fostering inclusive practices, to advancing supportive policies—to promote equitable access to meaningful active play for all children and youth.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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".