Funding outcome

In Alberta, a move towards 'inclusion' has prompted the rise of inclusive guidelines and policies. What is often missing from these guidelines is the commitment to understanding inclusion in child-driven culture (play contexts created by children, such as the interactions that occur between children without direction from adults). Opportunities for inclusion in child-driven culture is important in fostering the achievement of developmental milestones for children with impairments. Inclusion is mostly understood in the context of inclusive education and organized recreation settings, which contribute to child-culture that is managed by adults. Little is known about how children with impairments are included or excluded from child-driven culture. Children with impairments have fewer chances to participate in child-driven culture due to over-protectiveness, negative attitudes about disability, and inaccessible physical environments. Children with autism, specifically, are often excluded within peer groups and experience high rates of bullying. When children with autism are excluded from child-driven culture, they are also excluded from opportunities to participate in different types of play and physical activity. This can result in negative physical and psychological health outcomes. It is important to understand experiences of inclusion in child-driven culture, from the perspectives of children with autism. Their perspectvies will help promote inclusion in all aspects of cultural life, allow children with autism the same opportunities to meet developmental milestones, and foster health and well-being. Approximately 5 children with autism (ages 10-14) will be recruited to share their experiences of inclsuion in (and exclusion from) child-driven culture. Each child will participate in 3 interviews: one initial interview, one go-along interview (at a location chosen by the child as central to their experiences of child-driven culture), and one interview to discuss the first two conversations. In the last interview, the participants will be asked to name 2-3 peers or siblings (ages may vary) that are part of their experiences of play and child-driven culture. Each peer or sibling will then be asked to participate in one interview. This interview will be used to to gain an understanding of their role in facilitating inclusion in play and child-driven culture. Creative or visual methods may be used in the data collection processes to explore the subtle differences of the children's experiences. This study may inform the implementation of inclusion initiatives at the school and community levels, inform the development and advancements of inclusion policies, and furhter promote the health and well-being of children with autism.