Access study looks to kids as experts

The challenge: Participating in everyday activities helps children develop skills, interests and friendships that promote physical health and emotional wellbeing. But children who use wheelchairs or walkers face barriers. That's because most houses, communities and schools aren't built with their needs in mind. Stairs, narrow doorways and standard furniture separate these kids from their peers. Sometimes buildings are technically accessible, but convey the message that children with disabilities don't belong. For example, a ramp may be added to a school, but if it's located at the back of the building and everyone else goes in at the front, it implies second-class treatment. Little is known about how children with disabilities navigate and evaluate their built environments.

The solution: A three-year study led by Bloorview scientist Patricia McKeever asks children to rate the accessibility and inclusiveness of their homes, communities and schools.

How it works: In the first phase – underway now – 12 children aged 10-14 from urban, suburban, rural and northern Ontario communities are interviewed about each environment. Kids draw maps on a tablet PC, take photos and talk about how they get around and how included they feel in each setting. Outside, they carry a blackberry that generates a real-time map of their whereabouts. Later, using Google Earth, they discuss the places they went, barriers faced and what could be improved. Researchers assess five locations chosen by the child, including a nearby park, movie theatre, restaurant, doctor's office and store. Based on case study findings, a survey of about 1,000 Ontario children aged six to 14 will be conducted in the fall.

The impact: The goal is to develop scientific evidence that will influence building codes and place-based interventions so that kids with disabilities have the same opportunities as their peers to participate in childhood activities.

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