An Exploration of the Facilitators and Barriers of Inclusion and Participation for Children with Intellectual and Developmental Disabilities at Informal Education Settings
Abstract
This dissertation addresses the current practices, facilitators, and barriers toward inclusion and participation for children with neurodevelopmental disorders, including intellectual and developmental disabilities (IDD) at informal education settings (IES). The first research paper is a scoping review examining practices for supporting participation at IES for children with neurodevelopmental disorders. Characteristics of studies, practices used to promote inclusion, and outcomes measures were identified. The findings of this study emphasized the current practices being utilized at IES for children with neurodevelopmental disorders.
The second research paper is qualitative descriptive study of the facilitators and barriers to inclusion for children with IDD at museums, aquariums, zoos, and science centers (MAZSC) across Canada. Ten participants, each from 10 different MAZSC across Canada, participated in semi-structured interviews examining the practices within their organizations which lent themselves to facilitators and barriers to inclusion. The findings of this study illuminated three major themes: 1) profiles of children’s learning and engagement; 2) facilitators toward participation and inclusion; and 3) barriers to inclusion and participation. These themes highlighted the progress which has been made in establishing facilitators toward inclusion, as well as highlighting barriers currently impacting children with IDD from fully participating.
The third research paper is a qualitative descriptive study of the nature of staff training in support of children with IDD and their families at MAZSC within Canada. Ten participants, each from 10 separate MAZSC participated in semi-structured interviews. Three overarching themes emerged from the data: 1) leveraging staff diversity in supporting families and children with IDD; 2) staff training opportunities; 3) staff training barriers. The emergent themes emphasized the rich and diverse backgrounds of staff members committed to engaging and supporting visiting children with IDD and their families and the opportunities and gaps in staff and volunteer training in support of children with IDD.
Overall, the findings of these studies suggest that, while progress has been made to improve opportunities for inclusion and participation for children with IDD, barriers continue to prevent participation and inclusion. Further research is needed to continue to reduce and eliminate barriers toward inclusion for children with IDD at IES.