Developmental Effects of Inclusion and Integration of Children with Disabilities into Group Physical Activity
Poster Number
016
College
College of Education
Department
Physical Education, Sport & Human Performance
Faculty Mentor
Joni Boyd, Ph.D.
Abstract
There are key physical, mental, and emotional milestones for children in their developing years. Children with special needs or disabilities often have delays in these developmental progressions. Society plays a large role in this, as there is a general discomfort and stigma around those with disabilities. The purpose of this review of literature is to assess the developmental benefits to children with disabilities of participating in group physical activity with typically developing peers. The studies in this review of literature looked at the social/emotional and physical needs of children with disabilities compared to their typically developing peers, as well as the best methods of encouraging inclusion through sports. The primary methods used were surveys, interviews, and questionnaires. Results suggest that group physical activity inclusion positively affects both physical and social/emotional development in children with disabilities. These studies indicate that inclusion in sports and physical activity settings met children’s social and physical needs in areas such as overall physical health, social inclusion, bonds with peers, and many others. These results can be used to implement group interaction between typically developing peers and children with disabilities within settings such as recess, school team sports, club sports, and group fitness. Implementing interactions such as these early in childhood development could inspire peer connections, which would in turn encourage equal participation and inclusion in physical activity, which would boost the overall physical and mental health of children with disabilities.
Course Assignment
PESH 381 – Boyd
Start Date
12-4-2019 12:00 PM
End Date
April 2019
Developmental Effects of Inclusion and Integration of Children with Disabilities into Group Physical Activity
Rutledge Building
There are key physical, mental, and emotional milestones for children in their developing years. Children with special needs or disabilities often have delays in these developmental progressions. Society plays a large role in this, as there is a general discomfort and stigma around those with disabilities. The purpose of this review of literature is to assess the developmental benefits to children with disabilities of participating in group physical activity with typically developing peers. The studies in this review of literature looked at the social/emotional and physical needs of children with disabilities compared to their typically developing peers, as well as the best methods of encouraging inclusion through sports. The primary methods used were surveys, interviews, and questionnaires. Results suggest that group physical activity inclusion positively affects both physical and social/emotional development in children with disabilities. These studies indicate that inclusion in sports and physical activity settings met children’s social and physical needs in areas such as overall physical health, social inclusion, bonds with peers, and many others. These results can be used to implement group interaction between typically developing peers and children with disabilities within settings such as recess, school team sports, club sports, and group fitness. Implementing interactions such as these early in childhood development could inspire peer connections, which would in turn encourage equal participation and inclusion in physical activity, which would boost the overall physical and mental health of children with disabilities.
