‘Everyone’s just like, they’re fine, and when in reality, are we?’ Stories about recess from children experiencing disability

Abstract

ABSTRACT Recess can be a valuable and significant experience in children’s lives, providing opportunities for outdoor free play and engagement with peers; however, children experiencing disability often withdraw or are excluded during recess. The recess context has received little attention from an inclusion perspective and the voices of children experiencing disability remain marginalized in the literature. Guided by relational ethics, the purpose of this study was to explore the perspectives of children experiencing disability regarding inclusion during recess using qualitative multiple-case study informed by narrative approaches. Three children experiencing disability, ages 8, 9 and 11, attending integrated primary schools, participated. Data were generated through one-on-one semi-structured interviews, drawings, photo elicitation, mind-mapping, field notes and reflexive journaling. The discussion focuses on the following 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? The findings encourage critical reflection on the socio-spatial factors that contribute to feelings of inclusion at recess for children experiencing disability. This work adds knowledge to developing supportive environments and practices in recess and free play that resonate with the desires and needs of children experiencing disability.