The social inclusion of children with disabilities is a complex, multidimensional process that requires both the removal of barriers and a cultural shift valuing diversity. The PlayInc4Kids Project (Project number: 101185186; ERASMUS-SPORT-2024-SCP) aims to strengthen grassroots sport as a tool for inclusion. Its main objective is to develop evidence-based strategies enabling children with and without cognitive disabilities (aged 6-13) to participate together in traditional sport disciplines, ensuring equal developmental opportunities. This contribution presents the findings of a survey conducted with 81 parents (17 with children with disabilities, 64 without) and 69 coaches across four countries (Italy, Croatia, Spain, Austria), providing insights into their perceptions and experiences regarding the facilitation of inclusive practices in sport.
The results indicated that parents reported high satisfaction with the coach's management, appreciating their professional, empathetic approach, focus on child development, and promotion of positive team spirit. Dissatisfaction mainly stemmed from perceived inexperience, limited individual attention, excessive focus on winning in non-competitive settings, and insufficient technical preparation. Parental satisfaction was strongly correlated with both perceived inclusion and children's enjoyment. Priorities for improvement differed: parents of children with disabilities highlighted the need for coach training on disability (52.9%) and the promotion of inclusion (41.2%), whereas parents of non-disabled children emphasized personal development and the recognition of individual abilities.
Among coaches, those with experience training athletes with disabilities reported lower prejudice, higher perceived inclusiveness of their clubs, and greater self-efficacy. Correlational analyses suggested that increased self-efficacy and perceived inclusiveness were associated with reduced prejudice, highlighting the potential for integrated interventions combining knowledge, practical exposure, and skill development to generate synergistic effects.
Overall, the findings underscore the need for targeted interventions to support the creation of inclusive environments that foster equity, well-being, and social participation among all children.