Inclusion of autistic children in mainstream community recreation programs: a collective case-study.

Abstract

All children have the right to inclusion across contexts, yet Autistic children are often excluded from community-based programs. We aimed to understand how inclusion is conceptualized and enacted within community-based programs from the perspectives of parents of Autistic children and program staff. A collective case study across three community-based recreation programs that all identified as inclusive was used. Semi-structured interviews were conducted with five program staff and seven parents of Autistic children. Program documents, researcher observations and reflexive notes were also data. Reflexive thematic analysis was used. Two themes that influenced experiences of in/exclusion were identified: (1) <i>Inclusion as Culture-Feeling Welcomed</i>, reflected a program's culture of acceptance, opportunity and belonging, and (2) <i>Inclusion as Practice-Being Welcomed</i>, described approaches used to support equal and active participation and the influence of front-line staff. Experiences of inclusion reflected the culture and practices of each organization, centered on equal and active participation with others, and feelings of belonging and being valued. These experiences were desired, but not common. Rather, othering and ableism were prominent, even in programs that identified as inclusive. Findings can be used to shift how inclusion is envisioned and enacted in community programs.