Abstract

There is a need for research and programming that addresses the potential for community-based arts programming to foster a sense of belonging for children and youth with disabilities in Canada. Despite this gap, there is evidence that the arts can have a positive impact for young people with physical or cognitive disabilities. For example, the arts have been found to increase intrapersonal skills (such as self-esteem, self-control, anxiety, emotional awareness, etc.) and interpersonal skills (such as communication, friendship building, empathy, etc.). Yet in the Canadian context, many social spaces are regulated by sets of norms, values, and rules that inadvertently exclude certain individuals and groups, such as people with disabilities. In response to the social and systemic barriers that many people with disabilities face, innovative strategies, such as community arts programs, are needed. The aim of this exploratory and theoretical inquiry is to understand the potential inclusiveness of community arts programs based on established research, programming, and theoretical approaches. Critical disability studies are used as a methodological approach to explore this research issue. Critical disability studies seek to dismantle both the social and structural barriers that ostracize and marginalize many people with disabilities. We intend to initiate a dialogue on the power and potential of community-based arts programming in heeding benefits for children and youth with disabilities, as well as their families, caregivers, and communities. This paper calls for further empirical scholarship that goes beyond evaluation and quality improvement to lead to innovative research for, and with, young people with disabilities.