Abstract
Summary. Eight spina bifida children of average academic ability attending regular primary schools were matched with controls and systematically observed in the playground during recess and lunch breaks. The disabled had significantly fewer interactions overall, interacted with fewer people, and spent more time alone or in dyads. Peers initiated significantly fewer interactions with the disabled, thus suggesting lower levels of acceptance. Underlying patterns of interaction also appeared to differ, especially in terms of setting and length. The disabled also interacted less with opposite sex peers.
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