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| Research article summary (published 30 Mar 2009): |
Social inclusion of children with intellectual disabilities in a recreational setting.
Full Abstract
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.
Author information
Author/s: Siperstein, Gary N (GN); Glick, Gary C (GC); Parker, Robin C (RC);
Affiliation: John W. McCormack Graduate School of Policy Studies, Center for Social Development and Education, University of Massachusetts, Boston, MA 02125, USA. gary.siperstein(-atsign-)umb.edu
Grants: U59/CCU321826 (Agency:PHS HHS)
Journal and publication information
Publication Type: Journal Article; Research Support, U.S. Gov't, P.H.S.
Journal: Intellectual and developmental disabilities (Intellect Dev Disabil), published in United States. (Language: eng)
Reference: 2009-Apr; vol 47 (issue 2) : pp 97-107
Dates: Created 2009/04/16; Completed 2009/06/26;
PMID: 19368488, status: MEDLINE (last retrieval date: 6/26/2009, IMS Date: 26 Jun 2009 00:00:00)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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