Background

Safeguarding social inclusion for children with disabilities remains an elusive and difficult goal. Children with disabilities are lonelier than their peers, less involved in their communities, and less likely to experience overall well-being.

Objective

The primary purpose of this research is to conduct a critical review of literature on approaches aimed at promoting social inclusion for children with a range of disabilities. By systematically analyzing the literature, key themes and theoretical orientations are identified and critically examined. In keeping with a critical review, our goal is to expose assumptions, trends and gaps in our understanding of what it means to promote social inclusion for children with disabilities.

Method

Review methods included rigorous criteria for selection followed by established protocols for evaluating studies. Quality of Study Rating Forms (Gibbs, 1989, 2003) were used to examine peer-reviewed research published from 2005–2017. A final selection of 147 studies are included in this review.

Results

A critical assessment of the literature revealed that the majority of interventions are aimed at ‘fixing’ the child in order to make them more socially competent in their environments. In particular, social skills training was the predominant approach used to address social exclusion.

Conclusions

Existing literature appears to reinforce traditional views of disability. Future research would benefit from greater inclusion of children’s and youth's own perspectives on social inclusion in the context of childhood disability.

中文翻译：

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解决残疾儿童社会包容的方法：一项重要评论

背景

维护残疾儿童的社会包容性仍然是一个遥遥而困难的目标。残疾儿童比同龄人孤独，参与社区活动的机会少，总体生活水平也不高。

目的

这项研究的主要目的是对旨在促进一系列残疾儿童的社会融合的方法进行文献综述。通过系统地分析文献，确定并严格审查了关键主题和理论取向。与严格审查保持一致，我们的目标是在理解残障儿童促进社会包容的含义时揭示假设，趋势和差距。

方法

审查方法包括严格的选择标准，然后是评估研究的既定方案。研究质量评分表（Gibbs，1989，2003）用于检查2005-2017年间发表的同行评审研究。该评价最终选择了147项研究。

结果

对文献的严格评估显示，大多数干预措施旨在“固定”儿童，以使其在环境中更具社会适应能力。特别是，社交技能培训是解决社交排斥的主要方法。

结论

现有文献似乎加强了传统的残疾观念。将来的研究将受益于儿童和青年在儿童残疾背景下更多地纳入社会融合的观点。