Children with disabilities, like all children, benefit greatly from being integrated into society. Children with disabilities can gain a sense of belonging, self-worth, and confidence through participation in mainstream society. In addition, it can aid in the growth of their interpersonal competence, friend formation, and overall quality of life. In this piece, we’ll talk about how including kids with disabilities in regular activities can help everyone.

The mental and physical well-being of disabled children has been shown to improve after they are integrated into society. Children with disabilities who have social support have better mental health outcomes, according to research published in the Journal of Developmental and Physical Disabilities. Social inclusion interventions can improve communication, social skills, and academic achievement, according to a study published in the Journal of Autism and Developmental Disorders.

Children who are socially excluded may find it difficult to form relationships with their typical peers. The Centers for Disease Control and Prevention report that kids with disabilities are more likely to be the targets of bullying and social exclusion. Positive peer relationships and reduced instances of bullying are two important outcomes of social inclusion interventions for children with and without disabilities.

Children with disabilities can benefit from learning to rely on themselves and making decisions through social inclusion. An article in the Journal of Intellectual Disability Research found that social inclusion interventions helped people with intellectual disabilities become more autonomous and better able to make decisions.

In conclusion, the health and happiness of children with disabilities depends on their ability to participate fully in society. It can help them feel accepted, worthy, and confident; it can aid in the growth of their social abilities; and it can facilitate the formation of meaningful relationships.

Love and kindness are never wasted. They always make a difference. They bless the one who receives them, and they bless you, the giver.

References:

Y. C. Chung and E. W. Carter (2014). A systematic review of peer support programs for students with special needs. 26(6), 723-736 in the Journal of Developmental and Physical Disabilities.

Brookman-Frazee, L., Koegel, R. L., & Koegel, L. K. (2003). Teaching kids who have autism. U.S. Government Printing Office.

Those authors are McKenzie, Milton, and Smith (2019). A systematic review and narrative synthesis of the research on the effectiveness of social inclusion interventions for young people with intellectual disabilities. Research on Intellectual Disability, 63(7), 690-706.