In a recent study, Modell (1997) investigated the inclusive recreation and leisure patterns of children with mental retardation. As part of that study, data were collected to examine parental attitudes toward inclusion in recreation and leisure. Parents responded to a variety of Likert-type survey questions about recreation and leisure. At the end of the survey, parents were asked to freely express their opinions about inclusion in recreation and leisure. These responses were analyzed through content analysis.
Content analysis involves the identification of special characteristics of messages through a systematic coding of the message content and the development of categories based on the codes that emerge (Berg, 1989). The results of the content analysis of parental responses revealed five categories of responses: learning about diversity; learning from each other; communication; developing socially; and barriers to participation.
The first category, learning about diversity, developed as a result of parents indicating their children should participate in inclusive recreation and leisure because of a diverse world of people who have various needs, abilities, and differences. For example, one parent stated, "I want my child to participate in a heterogeneous atmosphere. This is the real world." Another parent expressed, "[Inclusive recreation and leisure] allows her to learn how to react in the real world." These parents seemed to believe that if society itself is inclusive, then it would make sense for their children to participate in activities that are similar to those in the "real world" of adults.
Other parents cited examples of how all people are different, and it is important for children who are different to interact with each other. One parent stated, "It helps for children to see that everyone is different; it helps make them well-rounded." Another parent added, "I believe my child should interact with all children no matter what race, religion, or disability. I want all my children to adapt to all types of people." These statements lend further credence to the inclusion philosophy. Children benefit from interacting with all types of children, not just those similar in color, ethnicity, or ability.
The second category, learning from each other, is related to the first category. These parents did not specifically speak about diversity and learning how to interact with various individuals. Instead, they expressed opinions about how children with and without disabilities learn from each other. For example, one parent expressed, "...to play together, I see no problem with them interacting; they could learn a lot from one another." Another parent shared similar feelings when he stated, "It's good for both children with and without disabilities to be together. To me that's how they learn from one another." Although none of the parents articulated exactly what they thought their children would learn from one another, the consensus was that inclusive experiences were positive. For these parents, positive meant that learning and awareness take place.
The third category was developed from parental responses about communication as a benefit of inclusion. Both parents of children with mental retardation and parents of children who are nondisabled felt that one of the main benefits of inclusion was the opportunity for their children to communicate with each other. As one parent of a child without a disability expressed, "I think it is good for my child to be around children with disabilities as well as without disabilities. It is also good for regular kids to play and communicate with kids with disabilities." Several parents of children with mental retardation indicated that they are in favor of inclusive recreation and leisure for their children because they would like them to communicate with other children that do not have disabilities.
The fourth category, developing socially, included responses that focused on developing socially appropriate behavior, increasing self-esteem, developing friendships, and developing social skills. As one parent emphasized, "If my child and others like him are to learn what `normal,' acceptable behavior is, they must be exposed to it." Similarly, another parent stated, "It improves my child's self-esteem, and he learns appropriate social interactions."
All children stand to benefit socially from inclusive recreation and leisure. One parent of a child who is nondisabled offered, "It will help in the development of social abilities of my child." Another parent of a nondisabled child stated, "... as regards to recreation and leisure, why not?There is no harm, only friendships to gain." It appears that parents involved in this sample agree that children with and without disabilities stand to benefit from inclusive recreation and leisure.
These responses are similar to the findings of Heyne et al. (1994). Parents of children with and without disabilities were interviewed on the benefits of inclusive recreation and leisure. The parental responses were from parents whose children were participating in inclusive recreation and leisure activities. Most of the children in Modell's (1997) study participated in segregated recreation and leisure activities. It is interesting to note that in both studies, actual participation in inclusive activities aside, both sets of parents identified the social benefits of inclusive recreation and leisure. Perhaps as more parents become fully aware of the benefits of inclusive recreation and leisure and children have greater opportunities to participate in those activities, inclusive recreation and leisure will become the norm.
In the final category of responses, barriers to participation, parents identified several areas of concern for participation in inclusive recreation and leisure. Responses included discussions of various programmatic and attitudinal barriers. Programmatic barriers included issues such as safety, lack of programs, and age-appropriateness. One parent expressed, "As my child has gotten older, it has become more challenging to adapt age-appropriate activities to his abilities."
Attitudinal barriers included issues such as acceptance and ignorance. An acceptance barrier can be best described by one parent's sentiments, "I will not put my child where he is not liked or wanted." Another parent expressed her frustration, "It is extremely difficult to find places willing to accept a child with a disability into their recreation and leisure programs." Other responses suggested ignorance
These parents focused their discussions about inclusion on the problems associated with participation. To these parents and possibly their children, past inclusive experiences have either been negative or have not existed at all because of preconceived notions about the problems associated with inclusion.
Table 1 summarizes parental responses regarding inclusion. As a result of informal analysis of the responses, several main benefits of and barriers to inclusion, as articulated by parents, were identified. The benefits included learning about diversity and socially appropriate behavior, increases in communication and self-esteem, and development of friendships and social skills. The barriers that were identified included safety, lack of acceptance and programmatic support, age-appropriateness, and ignorance.
TABLE 1. SUMMARY OF
FREE RESPONSES
BENEFITS OF INCLUSION
Learning about diversity
Children learn about each other
Increases in communication
Learn socially appropriate behavior
Increases in self-esteem
Development of friendships
Social-skill development
BARRIERS TO INCLUSION
Safety
Lack of programs
Age-appropriateness
Lack of acceptance
Ignorance
Research Shows Similarities
The benefits of inclusive recreation and leisure as identified by parental responses in this study were similar to the benefits identified by other research (Heyne et al., 1994). Furthermore, some of the barriers to participation identified in this study support previous research. In order for inclusive recreation and leisure to be a reality for all children, parents, educators, and service providers need to work together to promote and foster inclusive programs.
Research has provided clear evidence of the multitude of benefits of inclusive recreation and leisure. Parents have spoken about these benefits in very real terms. Legislation such as the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA) has sought the removal of many architectural barriers to participation in recreation and leisure. The challenge ahead is to eliminate attitudinal and programmatic barriers to participation by increasing awareness and promoting acceptance of all people. The development of positive attitudes toward children with disabilities comes from ongoing and informal opportunities to interact with them (Johnson & Johnson, 1981; Voeltz, 1980 & 1982). Inclusive recreation and leisure can provide innumerable opportunities for children with and without disabilities to interact and increase their overall quality of life.
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