Open AccessDisability Inclusion in 4-H: Aligned with the Mission, Stopped Short by Methods
Author(s) -
Jennifer J. Taylor-Winney,
Leanne Giordono,
Marilyn K. Lesmeister,
Meghann L. Fenn,
Gloria L. Krahn
Publication year - 2018
Publication title -
journal of youth development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.191
H-Index - 3
eISSN - 2325-4017
pISSN - 2325-4009
DOI - 10.5195/jyd.2018.604
Subject(s) - inclusion (mineral) , positive youth development , psychology , qualitative research , quality (philosophy) , focus group , applied psychology , developmental psychology , social psychology , business , sociology , marketing , social science , philosophy , epistemology
Quality out-of-school programs can significantly improve youth development outcomes. Youth with disabilities and special health care needs, who represent 19% of all youth, are less likely than their typically developing peers to participate in out-of-school activities. This qualitative study explored factors that influence the inclusion of youth with disabilities in one state’s 4-H program. Factors that facilitated inclusion were personal attitudes and subjective norms, but lack of knowledge and limited resources led to reactive problem solving rather than proactive, organizational planning. By identifying both the factors that facilitate inclusion and those that prevent it or are perceived as barriers, youth development professionals can target areas of focus to improve inclusion of youth with disabilities in 4-H and potentially other youth development programs.