Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Arts

Program

Education

Supervisor

Neil, Nicole

Abstract

Historically, individuals with intellectual and developmental disabilities (IDDs) have faced barriers to social inclusion and forming friendships - essential life factors. Research has indicated the importance of reducing social barriers to inclusion and highlights the benefits of improving social skills and fostering positive attitudes about IDDs for facilitating friendship formation and inclusion. With the goal of fostering friendships, the S3 summer camp offered 22 youth (aged 9-14) with and without IDDs accessible and inclusive STEM education and a one-week social skills training package which included disability awareness lessons. Analysis examined the effects of this training package on participants’ friendship formation, and pre- and post- camp differences in social skills and attitudes about disabilities. Results indicated there were nonsignificant group differences in friendships, and nonsignificant differences in pre versus post attitudes and social skills. This camp program package can be delivered in community settings - offering more opportunities for inclusive programming.

Summary for Lay Audience

Social inclusion is an important factor of life, offering opportunities to experience belonging and form friendships (an important piece of childhood development). Throughout history, youth with intellectual and developmental disabilities (IDDs) have been socially excluded and have faced challenges with forming friendships. While inclusive practices have improved over time, barriers and challenges persist. Beyond reducing barriers to inclusion, fostering positive attitudes about disabilities and improving social skills are researched methods that can be used to support friendship formation and inclusion for youth. The one-week S3 summer day camp was designed the goal of supporting friendship formation and inclusion for youth. Based on these goals, participants (22 youth aged 9-14) engaged each morning in short lessons about different disabilities and social skills lessons. During social skills lessons, a new skill was taught to all campers each day by modelling the behaviour, followed by opportunities to practice the behaviour with feedback. After these lessons, participants engaged in partner-based STEM (science, technology, engineering and mathematics) activities and enjoyed 1-hour of free play outdoors. The researchers had three main questions about the summer camp: did participants of the camp demonstrate friendship formation and what was the effect of attending the camp on participants’ attitudes towards disabled peers and social skills? Measurements of participants’ social skills and attitudes about disabilities were taken before and after camp, and participants reported the friendships they made at camp on the last day. Further, observation data during free play periods were collected to determine the amount of time participants spent alone, playing around their peers, or playing with their peers. Findings showed that participants formed similar numbers of friendships while at camp, but non-labelled participants were more accepted by the group. Further, participants with IDDs spent more time alone during free play periods, while non-labelled participants spent more time playing with peers. There were no differences in participants’ social skills and attitudes before and after camp. This study is important because the S3 program package can be delivered in all community settings and offers an opportunity for youth to engage in an accessible and intentional, inclusive environment.

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