Inclusion of youth with disabilities in afterschool programs

Graduation date: 2014Afterschool staff have been identified as a critical piece in the positive outcomes youth receive through participation in afterschool programs (Apsler, 2009; Daud & Carruthers, 2008; Riggs & Greenberg, 2004). These programs may benefit youth with disabilities but little is known about what influences staff to include youth with disabilities in afterschool programs. This dissertation describes two studies aimed at understanding what factors influence afterschool staff to include youth with disabilities in afterschool programs, and if training afterschool staff based on these factors would be an effective way to encourage inclusion behaviors. The first study surveyed 91 afterschool program staff using a measure designed to capture staff beliefs toward including youth with disabilities in physical activity. The results of this study indicated that 53% of staff members' intention to include youth with disabilities can be explained by attitude, subjective norms, and perceived behavioral control, while 8% of behavior is explained by staffs' intention. Expectations of those closest to staff was the strongest predictor of staffs intention. The strength of the relationship from subjective norms to intention indicated that the expectations of others are an important factor in the inclusion of children with disabilities in physical activity during afterschool programs. Afterschool programs should be clear in presenting their inclusion philosophy to staff working in their afterschool programs. The second study aimed to determine if a 3 hour staff training had a positive effect on staff's inclusion intention, inclusion behavior and inclusion knowledge. Eighty two participated from x afterschool sites. All participants were assigned to either training or control groups by stratified random assignment. Participants in the training group received a three hour training on expectations of inclusion by key stakeholders (organizations, parents, youth with disabilities, peers) and strategies to include youth with disabilities in physical activity among other topics. Results indicate that staff participating in the training significantly increased their knowledge (F (1, 78) = 21.43, p<.05) compared to the control group. No differences were observed between groups for inclusion intention or inclusion behavior. This study demonstrates that in-service trainings are a useful resource for increasing afterschool staff's inclusion knowledge. Overall, this dissertation identifies key factors that contribute to staff inclusion intention and behavior, and how a three hour in-service training is effective in increasing staff knowledge. Study one indicates that attitudes of staff and the expectations of those around them play a role in their inclusion of youth with disabilities in physical activity and should be included in trainings. Study two demonstrates that a three hour in-service training focusing on attitudes and expectations can increase afterschool staff's knowledge. An increase in knowledge may help staff to provide appropriate supports and modifications to youth with disabilities participating in physical activity during afterschool programs