When the Normative Is Formative: Parents’ Perceptions of the Impacts of Inclusive Sports Programs

Jason Rodriquez (), Anika Lanser, Holly E. Jacobs, Ashlyn Smith and Sharbari Ganguly
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Jason Rodriquez: Department of Sociology, University of Massachusetts Boston, Boston, MA 02125, USA
Anika Lanser: Center for Social Development and Education, University of Massachusetts Boston, Boston, MA 02125, USA
Holly E. Jacobs: Center for Social Development and Education, University of Massachusetts Boston, Boston, MA 02125, USA
Ashlyn Smith: Special Olympics, Inc., Washington, DC 20036, USA
Sharbari Ganguly: Department of Sociology, University of Massachusetts Boston, Boston, MA 02125, USA

IJERPH, 2022, vol. 19, issue 17, 1-15

Abstract: This qualitative study examines the perspectives of parents of youth with intellectual and developmental disability (IDD) who participated in Special Olympics Unified Sports ® , a program in which high school students with and without IDD compete on the same team. Based on semi-structured interviews with parents ( n = 23) as part of a larger evaluation of Special Olympics Unified Champion Schools in three states in the United States, thematic analysis shows that parents perceived improvements in their child’s social and emotional skills, including demeanor and attitude, an enhanced sense of belonging at school, the emergence of new friendships and social opportunities, and rewarding interactions that flowed from the opportunity to engage in normative activities. Implications for schools and families are discussed in terms of the importance of providing and facilitating meaningful opportunities for inclusive extracurricular activities such as sports for youth with IDD.

Keywords: developmental disability; high school; inclusive sports; intellectual disability; parents; Special Olympics; Unified Champion Schools; Unified Sports; qualitative (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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