@article{ref1,
title="Inaccessible childhoods: evaluating accessibility in homes, schools and neighbourhoods with disabled children",
journal="Children's geographies",
year="2017",
author="Stephens, Lindsay and Spalding, Karen and Aslam, Henna and Scott, Helen and Ruddick, Sue and Young, Nancy L. and McKeever, Patricia",
volume="15",
number="5",
pages="583-599",
abstract="Accessible built environments are a critical component of Canada's commitment to disabled children's 'right to enjoy full and decent lives' [United Nations Convention on the Rights of the Child. 1989. Convention on the Rights of the Child. New York.]. Although valid, reliable research data about the accessibility of built environments are key to developing related policies, these data currently do not exist. To begin to redress this gap, we conducted a case study series followed by a survey to determine the accessibility of schools, homes and neighbourhoods directly from disabled children (The ScHaN Project). To present a concise summary of the findings that can inform equitable, evidence-based policies, we developed a scoring system for their homes, schools and neighbourhoods. Although our findings illustrate that eliciting and interpreting data from these children were complex undertakings, it is clear that none of these central environments met Canada's obligation to enhance equity by enabling their access, inclusion and participation.<p /> <p>Language: en</p>",
language="en",
issn="1473-3285",
doi="10.1080/14733285.2017.1295133",
url="http://dx.doi.org/10.1080/14733285.2017.1295133"
}