However, youngsters with disabilities from birth to the age of five regularly fall short in national monitoring systems, and are consequently left out of efforts to encourage physical activity.
At Western University's Occupational Therapy program, we're dedicated to advocating for physical activity initiatives among all young kids.
Children are missing out on the many advantages of participating in physical activities.
Physical activity during early childhood tends to continue into adulthood, so it's essential to get kids involved in these activities early on in order to help develop a lifetime of healthy habits.
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1. Often, global organizations, researchers, and educators are concerned about the lack of diversity in representation that leads to exclusion and stereotyping of children with disabilities.
Considering the significant emphasis we place on physical activity in our society, why are young children with disabilities being left behind in terms of monitoring and reporting their physical activity levels?
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Only 21 studies around the world looked at how active young kids with disabilities are. Most of the research included very small numbers of kids, making it difficult to get a clear picture of how active young kids with disabilities actually are.
There may be doubt about whether measuring tools are suitable for this group of children, which could be causing a lack of monitoring of their physical activity.
Research on exercise for young children with disabilities frequently focuses on specific conditions like attention-deficit hyperactivity disorder, autism spectrum disorder, or cerebral palsy, which limits our understanding of exercise for kids with other kinds of disabilities. Furthermore, difficulties in attracting participants often result in studies that don't adequately represent the full range of disability types.
The majority of the research is carried out when children start school, which is typically between the ages of five and 17. Further research is required to explore how kids with disabilities participate in sports and physical activities, especially from a young age, starting from childcare and the family home.
“It might not align with our current views on physical activity. We need to get a clear picture of how physical activity appears in these children in order to fully appreciate and recognize their physical activity accomplishments.”
5. **Legislative rights**: Enact strong laws and policies that protect the rights of children with disabilities. This includes equal opportunities in education, employment, and social participation.
We suggest focusing on five key areas to improve the representation of young children with disabilities in data collection and monitoring:
1) High-quality research, with bigger sample sizes if they are available.
2) Investigating the accurate and suitable tools for measuring physical activity.
3) Research with young children with a broad spectrum of disabilities;
4) Additional research into early life is necessary to ensure that young children receive the right amount of physical activity, starting from infancy.
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Ongoing support is necessary for all young children to develop in a society that welcomes diversity and offers equal opportunities for them to take advantage of the benefits of physical activity.
Providing better representation in the research is the first step to ensuring that children with disabilities are taken into account when monitoring and reporting physical activity in Canada. This will create an opportunity for these children to be included in efforts to increase physical activity and more opportunities for them to be physically active.
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