Social inclusion of children with intellectual disabilities in a recreational setting.
Inclusive summer camps create quick, willing friendships between kids with and without intellectual disability.
01Research in Context
What this study did
Researchers watched the kids at a two-week inclusive summer camp. Half had mild intellectual disability. Half did not. Staff ran typical games like kickball and crafts. No therapy goals. No prompts. Just a regular camp.
Before and after camp, kids filled out friendship surveys. Staff asked who they liked to hang out with.
What they found
Ninety-five percent of typical kids said they would gladly hang out with a peer who has ID. Most named at least one new friend with ID. Kids with ID were accepted just as much as anyone else.
Friendships formed fast. By day three, mixed pairs were sharing snacks and choosing partners for games.
How this fits with other research
Chen et al. (2019) saw the opposite in preschool. Their kids with disabilities had tiny play networks and stayed apart. The difference is age. Preschoolers stick to same-skill peers. Older campers mix more easily.
Lord et al. (1986) tripled recess play for kids with ID using picture cues and quick feedback. N et al. show inclusion can work without those tricks, but active supports still boost time on equipment.
Sisson et al. (1993) found positive attitudes in classrooms with strong integration rules. The camp matched that vibe: staff modeled inclusion, so kids followed.
Why it matters
You can tell parents and principals that inclusive leisure programs pay off. Kids make real friends, not just sit together. If you run a social-skills group, add free-play time with typical peers. Keep it low-pressure. Friendships will follow.
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02At a glance
03Original 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.
Intellectual and developmental disabilities, 2009 · doi:10.1352/1934-9556-47.2.97