Disability Inclusion in 4-H: Aligned with the Mission, Stopped Short by Methods

Journal of Youth Development

Gloria Krahn¹  Meghann L. Fenn¹  Leanne S. Giordono¹  Marilyn K. Lesmeister¹  Jennifer J. Taylor-Winney² 

[1] Oregon State University;Western Oregon University;

关键词: disability inclusion;    4-h;    out-of-school;    theory of planned behavior;    staff;   

DOI  :  10.5195/jyd.2018.604

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown