BACKGROUND Children who are neurodiverse have traditionally been segregated from their peers in community-based programs, despite evidence of health benefits of inclusive education. OBJECTIVES This community-initiated project aims to explore barriers and facilitators to inclusive aquatics programming for children with developmental and/or mental health challenges. METHODS Using a participatory-action research methodology, semi-structured interviews and focus groups were conducted with 14 participants from various stakeholder groups, including parents of children who are neurodiverse, helping professionals, and community programmers. RESULTS Participants described unique definitions of inclusion, from integration with neurotypical peers, to individualized goal-setting and achievement. Major facilitators include adequate resources, flexibility around accommodations, and motivated staff. Major barriers include social stigma, financial limitations, and lack of communication between caregivers and service providers. CONCLUSIONS Participants felt strongly about the need to improve inclusion practices within aquatics-and other community-based-programs. Increased collaboration between families, community programmers, and helping professionals can foster better inclusion and outcomes for children who are neurodiverse. By incorporating various perspectives into the design of future programs, program administrators can ensure more equitable access such that all children are able to participate.

中文翻译：

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针对有发展挑战的儿童的包容性社区水上运动规划：社区参与行动研究。

背景 尽管有证据表明全纳教育有益于健康，但传统上，神经多样性儿童在社区项目中与同龄人隔离。目标 这个社区发起的项目旨在探索针对患有发育和/或心理健康挑战的儿童的包容性水上运动项目的障碍和促进因素。方法 采用参与式行动研究方法，对来自不同利益相关群体的 14 名参与者进行半结构化访谈和焦点小组讨论，其中包括神经多样性儿童的父母、帮助专业人士和社区程序员。结果参与者描述了包容性的独特定义，从与神经质同龄人的融合，到个性化的目标设定和成就。主要推动因素包括充足的资源、住宿的灵活性以及积极主动的员工。主要障碍包括社会耻辱、财务限制以及护理人员和服务提供者之间缺乏沟通。结论 参与者强烈认为有必要改进水上运动和其他社区计划中的包容性做法。家庭、社区程序员和帮助专业人员之间加强合作可以促进神经多样性儿童更好的包容和成果。通过将各种观点纳入未来计划的设计中，计划管理者可以确保更公平的机会，使所有儿童都能参与。