Factors affecting the participation of physically disabled children and young people in out-of-school activities in Cheshire.

Physically disabled children and young people (PDC&YP) face many challenges when participating in out-of-school activities. PDC&YP should have the same choices and opportunities as other C&YP; to forge friendships locally and to access out-of-school activities (Knight et al., 2013). However PDC&YP have fewer opportunities than their non-disabled peers due to challenges such as access, support and suitable provision. This multi-method qualitative study examined the factors affecting participation of PDC&YP in out-of-school activities in Cheshire. The perspectives of PDC&YP, parents and service providers who plan and run mainstream activities were sought using a range of data collection tools. This included interviews, focus groups and creative focus groups with 63 participants across two studies. Study one included the service users: 13 PDC&YP and 19 parents, whilst study two comprised of service providers: 11 activity planners and 20 volunteers. Play-based creative focus groups were specifically designed for PDC&YP aged 7 to 17 years. Study one demonstrated that PDC&YP enjoy specialist disabled activities to meet others ‘like them’ but want more local opportunities to do this. Some PDC&YP and parents felt they were not disabled enough for ‘disabled’ activities but not able enough for mainstream. PDC&YP requiring personal care were a ‘hidden’ group who are certainly at risk of missing out on experiences that they are entitled to. This group of PDC&YP across the UK need significant attention as the picture in Cheshire gives only a snapshot of the possible limited provision nationwide. Findings from study two highlighted that service providers had a mix of experiences but most lacked disability awareness but wanted and needed training. Collectively the two studies show that independence, health benefits and role models are facilitators in to out-of-school activities but there are still several challenges to overcome such as access, communication issues and a mismatch of expectations. The study concludes by presenting the need to improve provision in Cheshire through disability awareness training and a co-ordinated partnership approach to be employed by the local authority to raise the profile of disability and ‘bridge the gap’ between service users and service providers.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

Liverpool John Moores University

Year dc:date.issued

2019

Author dc:creator

• Knight, K

Contributors dc:contributor

• Porcellato, L
• Vickerman, P
• Greenop, D

• L Education (General)
• LC Special aspects of education
• HV888 Children with disabilities
• GV561 Sports

DOI dc:identifier.doi

https://doi.org/10.24377/LJMU.t.00010840

OAI identifier oai:identifier

oai:researchonline.ljmu.ac.uk:10840