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4 Youth Sports in Amer­ i ­ ca an established network of friends. For youth with disabilities, social connections via sports participation can also develop due to their experiences feeling a sense of relatedness among their peers and teammates who (1) share the same sports/ activity interests, and/or (2) have the same type of disability or health condition as they do. Also, as a result of participation in inclusive sports programs, preexisting assumptions and ste­reo­types regarding persons who have a disability are dimin- ished when youth without disabilities recognize that their peers who have a dis- ability have the same athletic desires, capabilities, and talents necessary for sports competition as they do. Consequently, social relations, increased advocacy, and re­spect among youth with and without disabilities naturally evolve due to the inter- actions and perspectives gained by participants of all abilities during inclusive sports programming. Lastly, sports can be a positive outlet for youth who have a disability to learn to control and express their emotions in a positive way. Specific to sports, learning good sportsmanship associated with winning, losing, agreeing/disagreeing with coach’s and/or referee’s decisions is involved. Specific to their developing as an ado- lescent, and in their coping with their having a disability, sports can be an ave­nue through which youth who have a disability can learn to appropriately manage their stress, anger, and frustration in a healthy manner. Adaptive Sports Programming Typically, adaptive sports programs are presented as inclusive programs or special- ized programs. Inclusive programs provide an opportunity for individuals with and without disabilities to participate in the same activities. Youth with disabilities enjoy participation in inclusive programs ­because it facilitates their engaging in sports alongside their peers and/or ­ family members who have a similar interest and love for the recreational activity or sport. Inclusive programs tend to decrease mar- ginalization that comes from separation from one’s peers, establishes equality, and creates a sense of social relatedness among youth. Likewise, youth without disabili- ties who participate in inclusive programs report that they often evolve in their perspective regarding what it means to have a disability. By engaging in sport with peers who have a disability, youth who do not have a disability gain a greater aware- ness and understanding of what it means to have a disability, recognizing abilities and skills rather than limitations. Social ac­cep­tance occurs as peers with and with- out disabilities realize that they share the same interests, desires, and goals regard- ing skill progression and athletic development in their selected sport. In contrast, specialized programs are sports programs provided solely for indi- viduals who have a disability. For youth who have a disability, participation in