Journal ArticleDOI
Social inclusion of children with intellectual disabilities in a recreational setting.
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TLDR
Results showed that children with and without intellectual disabilities were equally accepted by their peers, and 95% of children without intellectual disability indicated that they liked to "hang out" at least 1 child with an intellectual disability.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.read more
Citations
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On the Relationship between Motor Performance and Executive Functioning in Children with Intellectual Disabilities.
TL;DR: The current results support the notion that besides being impaired in qualitative motor skills intellectually challenged children are also impaired in higher-order executive functions.
Journal ArticleDOI
Promoting social inclusion through Unified Sports for youth with intellectual disabilities: a five‐nation study
TL;DR: Unified Sports does provide a vehicle for promoting the social inclusion of people with intellectual disabilities that is theoretically credible in terms of social capital scholarship and which contains lessons for advancing social inclusion in other contexts, but certain limitations are identified.
Rehabilitation Act of 1973
TL;DR: To replace the Vocational REHABILITATION ACT, to extend and revise the authorization of grants to States for vocational rehabilitation services, with special emphasis on services to those with the most severe handicaps.
Journal ArticleDOI
Effects of a Special Olympics Unified Sports soccer program on psycho-social attributes of youth with and without intellectual disability.
TL;DR: The findings showed that the UNS program was effective in decreasing the problem behaviors of youth with ID and increasing their social competence and FAS scores and the program was found to be effective in improving the attitude of youth without disabilities toward participants with disabilities.
Journal ArticleDOI
Promoting social inclusion for people with intellectual disabilities through sport: Special Olympics International, global sport initiatives and strategies
TL;DR: In this paper, the authors explored the value of these inclusive programmes in terms of the connection they provide among and between individuals with intellectual disabilities, their families and the surroun...
References
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Book
The Nature of Prejudice
TL;DR: In this article, the authors describe the dynamics of prejudgment, including: Frustration, Aggression and Hatred, Anxiety, Sex, and Guilt, Demagogy, and Tolerant Personality.
Journal ArticleDOI
Coaching children in social skills for friendship making.
Sherri L. Oden,Steven R. Asher +1 more
TL;DR: In this article, Oden et al. trained third and fourth-grade socially isolated children in social skills relevant to friendship making, playing games with peers to practice social skills, and a postplay review session with the coach.
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The Development of Children's Friendships
Steven R. Asher,John M. Gottman +1 more
TL;DR: The roots of current peer interaction research can be traced back to the early 1930s as mentioned in this paper, when a historical analysis of the 1930s Peter D. Renshaw Part I.
Journal ArticleDOI
A National Study of Youth Attitudes toward the Inclusion of Students with Intellectual Disabilities
TL;DR: This article surveyed a national random sample of 5,837 middle school students on their attitudes toward the inclusion of peers with intellectual disabilities (ID) and found that youth perceive students with ID as moderately impaired rather than mildly impaired, and believe that students with disabilities can participate in non-academic classes, but not in academic classes; and do not want to interact socially with a peer with ID, particularly outside school.