Start Date
19-6-2025 9:00 AM
End Date
19-6-2025 10:30 AM
Abstract
Introduction
UN SDG 11 Sustainable Cities and Communities and the CRPD Human Rights Article 9 Accessibility call for equitable approaches that prioritize accessibility for all, particularly marginalized young people experiencing disability. It is essential to acknowledge the intersectionality of disability with other factors, such as race/ethnicity, gender/sexuality, poverty, and social/cultural geography, which can exacerbate systemic oppression. Sustainable accessibility is crucial, yet it is a nuanced endeavour, requiring recognition of existing power structures and social injustices that hinder access to resources, services, and opportunities for marginalized disabled young people.
Methodology
MacPLAY (McMaster Physical Literacy for All Youth) and MacConnections are new community-engaged initiatives focusing on collaborations amongst all parties to co-learn, co-create, co-deliver, co-evaluate, and co-revise community-based physical literacy programming for children and youth experiencing disabilities in the city of Hamilton, Canada. Employing community-engaged participatory methodology, these co-linked projects are undergoing an initial piloting process, gathering diverse perspectives.
Results Lessons learned include: (1) Both reaching in and reaching out as shared responsibilities, reciprocal collaborations, and respectful relationships; (2) working on new three Rs: reconciliation, restoration, and resonance; (3) Shifting from “for” to “with” and “by” in all processes; (4) Listening “to” and listening “for” to centre unheard and silenced voices; and (5) “Don’t just do it” as a collective reflexive practice.
Conclusions EDIA (equity, diversity, inclusion, and accessibility) informed practice should be at the heart of creating and sustaining opportunities for young people with disabilities to participate in physical activity.
Recommended Citation
Yi, Kyoung June, "Reaching In and Reaching Out: Lessons Learned from the Co-Development and Co-Implementation of a Community-Engaged Physical Literacy Program" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 16.
https://sword.cit.ie/isapa/2025/day4/16
Reaching In and Reaching Out: Lessons Learned from the Co-Development and Co-Implementation of a Community-Engaged Physical Literacy Program
Introduction
UN SDG 11 Sustainable Cities and Communities and the CRPD Human Rights Article 9 Accessibility call for equitable approaches that prioritize accessibility for all, particularly marginalized young people experiencing disability. It is essential to acknowledge the intersectionality of disability with other factors, such as race/ethnicity, gender/sexuality, poverty, and social/cultural geography, which can exacerbate systemic oppression. Sustainable accessibility is crucial, yet it is a nuanced endeavour, requiring recognition of existing power structures and social injustices that hinder access to resources, services, and opportunities for marginalized disabled young people.
Methodology
MacPLAY (McMaster Physical Literacy for All Youth) and MacConnections are new community-engaged initiatives focusing on collaborations amongst all parties to co-learn, co-create, co-deliver, co-evaluate, and co-revise community-based physical literacy programming for children and youth experiencing disabilities in the city of Hamilton, Canada. Employing community-engaged participatory methodology, these co-linked projects are undergoing an initial piloting process, gathering diverse perspectives.
Results Lessons learned include: (1) Both reaching in and reaching out as shared responsibilities, reciprocal collaborations, and respectful relationships; (2) working on new three Rs: reconciliation, restoration, and resonance; (3) Shifting from “for” to “with” and “by” in all processes; (4) Listening “to” and listening “for” to centre unheard and silenced voices; and (5) “Don’t just do it” as a collective reflexive practice.
Conclusions EDIA (equity, diversity, inclusion, and accessibility) informed practice should be at the heart of creating and sustaining opportunities for young people with disabilities to participate in physical activity.
