Environmental and Professional Influences on Social Participation in Community Recreation in the Niagara Region of Ontario, Canada: A Secondary Qualitative Analysis with Implications for Autism-Supportive Practice

Budor H. Saigh, Umm Al-Quraa University, Department of special education, Makkah, Saudi ArabiaFollow
Shuaa A. Mutawally, Umm Al-Quraa University, Department of special education, Makkah, Saudi ArabiaFollow

Abstract

Background: Meaningful participation in community recreation depends on more than physical accessibility. Environmental usability, activity structure, peer opportunities, and the manner in which professional support is provided may also be associated with opportunities for social participation among children with diverse developmental and support needs.
Objective: This secondary qualitative analysis examined how environmental and professional characteristics were represented in relation to opportunities for social participation across community recreational settings in the Niagara Region of Ontario, Canada. A secondary objective was to consider the potential relevance of these findings to autism-supportive recreational practice.
Methods: The analysis revisited selected qualitative materials originating from previously completed graduate research, including archival naturalistic field records generated through weekly participation across three community recreational programs over nine months, environmental documentation of three inclusive community playgrounds, and seven publicly available organizational photographs representing three recreational programs. The materials were examined using an inductive and deductive qualitative analytic process incorporating within-source analysis and cross-source comparison. Autism-related interpretations were considered only after analysis of the primary recreational evidence.
Results: Three themes were identified: environmental organization and recreational usability; professional facilitation and social participation; and peer interaction and collaborative play. Field records suggested that opportunities for interaction were documented in contexts characterized by usable shared spaces, flexible or collaborative activities, and professional support that scaffolded participation while preserving opportunities for peer engagement. The archival evidence also indicated that highly directive support or prolonged waiting was documented alongside fewer opportunities for peer interaction in some contexts, whereas individualized support was also documented as enabling participation when appropriately matched to a child's needs.
Conclusion: The findings suggest that social participation in community recreation is associated with the interaction of environmental organization, activity structure, peer opportunities, and the manner in which professional support is delivered. Because the archival population was not diagnostically characterized as an autistic sample, autism-related applications should be regarded as secondary, literature-informed propositions requiring prospective evaluation with autistic participants. The archival nature of the data also limits causal inference and the recovery of some original observation metadata.

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Recommended Citation

Saigh B, Mutawally S. Environmental and Professional Influences on Social Participation in Community Recreation in the Niagara Region of Ontario, Canada: A Secondary Qualitative Analysis with Implications for Autism-Supportive Practice. J. Med. Rehab. Sci. 2026; 3(2). https://doi.org/10.64064/3122-3370.1026