Children experiencing disability should be involved in the design of recess play spaces This qualitative case study aimed to provide an in-depth exploration of the experiences of children experiencing disability during school recess. While recess is valued for providing opportunities for outdoor free play and social engagement with peers, prior research indicates that children experiencing disability often miss out on opportunities for play due to exclusion or withdrawal and may spend much of their recess alone. The purpose of this study was to explore experiences of inclusion (belonging, acceptance and value) and/or exclusion in recess. The study also aimed to “prioritize children’s thoughts, feelings and perspectives as central to understanding and re-envisioning inclusion/exclusion at recess.”
Children experiencing disability and attending integrated primary schools in a city in Canada were recruited to participated in the study. Three children (ages 8, 9 and 11) agreed to participate. The study used a multiple-case study approach and data collection included one-on-one interviews, drawings, photo elicitation, mind-mapping, field notes and reflexive journaling. Two interviews were conducted with each child. The first interview took place at each child’s outdoor recess space during after school hours. Children guided the interviewer through their recess space and discussed their experiences. The children were also provided with a digital camera to capture photographs related to their recess experience. During the second interview, children were invited to draw pictures of their recess experience and create mind maps. One child chose not to engage with drawing or mind maps and instead opted to return to their recess space. Data analysis utilized qualitative thematic methods and examined the questions: “(1) What is recess really about and who is it for?, (2) How do peers and teachers come into play? and (3) What remains inaccessible?” Additionally, the researcher composed poems, vignettes and short stories to represent each child’s experience.
While recess was valued as an opportunity to be outside and enjoy nature, recess often led to experiences of exclusion for students experiencing disability. The experience of being excluded from physical games highlighted a broader narrative around recess that prioritizes physical competence and active participation. Empowering students to participate in recess in ways that are meaningful to them and demonstrating acceptance towards diverse forms of play (such as imaginative play) can provide experiences of inclusion that value the way all children belong. Social interaction with peers was central to children’s perspective of recess, and, when interactions were positive, provided a sense of belonging and acceptance. Playing with friends and being asked to play were highly valued. The children had strong relationships with a few specific friends: “these close relationships were reciprocal, provided moral and physical support, unconditional acceptance, and entry to play.” On the other hand, not having anyone to play with, being unable to play with others, and a lack of choice were negative experiences. Gaining entry to play was especially important. Being told they could not play, and other dismissive behaviors, resulted in a sense of exclusion and frustration. Findings also highlight issues of accessibility that included physical and organizational barriers. One student often faced physical barriers in accessing recess spaces, which resulted in a lack of independence and freedom. The additional time needed to navigate these barriers “also impacted peer relationships and opportunities to engage and connect, in essence, to feel included at recess.” Accommodations made for children experiencing disability rarely consider the child’s perspective and can contribute to ‘othering.’ Engaging children who are experiencing disability throughout the design process may result in more empowering recess opportunities.
Importantly, the study highlights the perspectives and experiences of children experiencing disability, which have remained largely absent from the literature. Findings offer a consideration of the socio spatial factors that support inclusion at recess for children experiencing disability. The researchers conclude that children experiencing disability must be engaged as equal partners to create play spaces that meet their preferences and needs for social, cultural and physical inclusion. They also recommend bringing greater awareness to ableist and disablist practices through “perspective taking” approaches that can increase understanding of the viewpoints of children who are experiencing disability.
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