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Approaches that Address Social Inclusion for Children with Disabilities: A Critical Review

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Abstract

Background

Safeguarding social inclusion for children with disabilities remains an elusive and difficult goal. Children with disabilities are lonelier than their peers, less involved in their communities, and less likely to experience overall well-being.

Objective

The primary purpose of this research is to conduct a critical review of literature on approaches aimed at promoting social inclusion for children with a range of disabilities. By systematically analyzing the literature, key themes and theoretical orientations are identified and critically examined. In keeping with a critical review, our goal is to expose assumptions, trends and gaps in our understanding of what it means to promote social inclusion for children with disabilities.

Method

Review methods included rigorous criteria for selection followed by established protocols for evaluating studies. Quality of Study Rating Forms (Gibbs, 1989, 2003) were used to examine peer-reviewed research published from 2005–2017. A final selection of 147 studies are included in this review.

Results

A critical assessment of the literature revealed that the majority of interventions are aimed at ‘fixing’ the child in order to make them more socially competent in their environments. In particular, social skills training was the predominant approach used to address social exclusion.

Conclusions

Existing literature appears to reinforce traditional views of disability. Future research would benefit from greater inclusion of children’s and youth's own perspectives on social inclusion in the context of childhood disability.

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Availability of Data and Materials

The data that support the findings of this study are available from the corresponding author upon reasonable request.

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Acknowledgements

The authors gratefully acknowledge the support of several community partners: Ontario Early Years Centre Davenport-Perth (Carrie Youdell), Toronto Children’s Services (Nancy Hendy), Community Living Toronto (Cathy Kerr), Child Development Institute (Carolee Crooks), Adventure Place (Esther Caplan), George Hull Centre (Kim Curran), and Ryerson University’s Early Learning Centre, and Gerrard Resource Centre (Catherine Moher). We appreciate the research assistance of Morgane LePouesard, Amanda Buckingham and Elaine Cagulada. This project was funded by the Canadian Social Sciences and Humanities Research Council, Grant # 890-2013-0118.

Funding

This project was funded by the Canadian Social Sciences and Humanities Research Council, Grant # 890-2013-0118.

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  1. Ryerson University, 350 Victoria St, Toronto, ON, M5B 2K3, Canada

    Donna Koller

  2. University of Toronto, Toronto, ON, Canada

    Kevin Stoddart

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Koller, D., Stoddart, K. Approaches that Address Social Inclusion for Children with Disabilities: A Critical Review. Child Youth Care Forum 50, 679–699 (2021). https://doi.org/10.1007/s10566-020-09589-8

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