Beyond spatial segregation debates: Defining ‘social inclusion’ for people with intellectual disabilities in Nova Scotia through grounded action methodology

Abstract

Through the application of grounded action methodology, the following research issue emerged from interviews with the study’s participants in Nova Scotia: even though all participants believed in social inclusion for people with intellectual disabilities, they expressed conflicting opinions about spatially segregated environments and activities (i.e. segregated education, special care homes, Adult Service Centres, and Special Olympics). This reflects a lack of clarity and consensus around the definition of social inclusion, and how it should be facilitated. Grounded in an analysis of the interview data, this study’s explanatory theory indicates that participants were able to justify various opinions by focusing on one or more of the following three pairs of concepts: respect and equality, opportunities and self-determination, or friendship and belonging. Building upon the explanatory theory, this study presents a holistic definition of social inclusion for people with intellectual disabilities in Nova Scotia that can bypass gridlocked debates about spatial segregation.