Background: Assess how primary and secondary schools were designed to encourage the practice of physical and sporting activities for young people with limited physical abilities. Analyse the impacts of the built environment on the adoption of active behaviours for the disabled clientele in schools. Materials and methods: Fifteen schools in Quebec were examined using two structured and coded observation grids. Fifty-two interviews were held with each school’s administrative team, physical education teachers, the professional staff, parents and youth with limited physical abilities. Results: The school environment is a central component in the inclusion of youth with physical limitations. However, the lack of means, the dilapidated state of some spaces along with the lack of knowledge of the different populations of youth with limited physical abilities can account for the fact that the schools observed offer an environment that is more of less accessible or poorly adapted to these young people. Conclusions: Most of the time, certain non-existent or deficient faculties in the surveyed areas have a negative impact on the autonomy, perseverance, and the level of inclusion of young individuals with limited physical abilities. It therefore seems essential to adapt and develop areas of activity in accordance with the clientele’s (or potential clientele’s) physical limitations
Participating in physical activities and sports entails positive impacts for youth with disabilities regarding their physical and social well-being. In Quebec, however, opportunities to practice inclusive sports adapted to their needs are scarce beyond the boundaries of the school environment. Through 33 semi-structured interviews conducted with practitioners involved in organizing such adapted sporting events, this study aims to better understand the needs and expectations linked to these events and, simultaneously, identify the social, experiential, and educational roles of these events on youth with disabilities. Results demonstrate substantial positive impacts on these young people (enjoyment, pride, self-esteem, etc.) and on their relatives. Results also highlight several barriers, notably, material and human, that can hinder their desire to go on with physical activities and sports in their school environment.
Leisure is an instrument used to facilitate the social integration of people with disabilities. However, it requires significant knowledge of the needs and expectations of this clientele, who often experience isolation, especially in rural areas. The general objective of this study was to attempt to identify and understand the realities experienced by the partners of the Quebec Association for Leisure for People with Disabilities, who offer various services and leisure activities to people with disabilities in rural Quebec. Through focus groups and semi-structured interviews with seventy local stakeholders, this study highlights the fact that the needs of organizations offering recreational activities to people with disabilities are increasingly urgent, especially in terms of finances, paratransit, accessibility, specialized human resources and consultation. This study also demonstrates that recreational activities are essential for the social and identity development of people with disabilities, but also for the development of more inclusive and connected rural communities.
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