Inclusive Sporting Events in Schools for Youth With Disabilities in Quebec: Social, Educational, and Experiential Roles of These Activities According to the Interviewed Practitioners
Référence bibliographique 
Roult, Romain, Brunet, Isabelle, Belley-Ranger, Émilie, Carbonneau, Hélène et Fortier, Julie. 2015. «Inclusive Sporting Events in Schools for Youth With Disabilities in Quebec: Social, Educational, and Experiential Roles of These Activities According to the Interviewed Practitioners ». SAGE Open, vol. 5, no 3.
Intentions : «[T]his research has two main objectives: (a) analyze the needs and expectations of school-based practitioners participating or willing to participate in adapted sporting events planned in school environments in Quebec and (b) identify the social, educational, and experiential roles played by adapted sporting events on their participants according to supervising practitioners.» (p. 2)
Échantillon/Matériau : «The [sample] comes from 25 different educational institutions and consists of physical education and sports teachers (n = 13), special education teachers (n = 11), special educators (n = 5), recreation technicians (n = 2), coaches (n = 2), a school principal (n = 1), a French language teacher (n = 1), a special education technician (n = 1), and a kinesiology professional (n = 1).» (p. 5)
Instruments : Guide d’entretien semi-directif
Type de traitement des données : Analyse de contenu
«This study conclusively demonstrates that adapted sporting events change the perception of those dealing with young people with disabilities and shows them that these young people are able to surpass and fulfill themselves. This analytical conclusion unquestionably agrees with the paradigmatic angle of our research from its interpretative and pragmatic perspectives. Effects of this social role evolution are present in both the family and school environments. Youth with disabilities are warmly welcomed back at school by their peers and are allowed the same features (trophy exposed, announcement on the intercom system, printed jerseys, etc.). From the family perspective, young athletes come back satisfied and fulfilled. While these families regularly face stigmatization, inclusive sports help them to be supportive and positive for their child with disabilities which is consistent with Harada et al.’s (2011) statements. As also stated by Duquette (2015), physical activities and sports enhance family bonding. Parents witness the development of their young athlete. Indeed, this shift of perspective from both practitioners and relatives increases the pride of youth with disabilities.» (p. 11)