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.

摘要

课间休息可以成为儿童生活中宝贵而重要的经历，提供户外自由玩耍和与同龄人互动的机会；然而，残疾儿童在课间休息时经常退缩或被排除在外。从包容的角度来看，课间休息的情况很少受到关注，并且残疾儿童的声音在文献中仍然被边缘化。在关系伦理学的指导下，本研究的目的是使用由叙事方法提供的定性多案例研究来探索残疾儿童在课间休息期间对包容的看法。参加综合小学的三名残疾儿童，年龄分别为 8 岁、9 岁和 11 岁。数据是通过一对一的半结构化访谈、绘图、照片启发、思维导图、现场笔记和反思日记。讨论集中在以下问题上：（1）课间休息的真正意义是什么，它是为谁准备的？，（2）同伴和老师如何发挥作用？(3) 什么仍然无法访问？研究结果鼓励对社会空间因素进行批判性思考，这些因素有助于残疾儿童在课间休息时产生包容感。这项工作增加了在休息和自由游戏中发展支持性环境和实践的知识，这些环境和实践与残疾儿童的愿望和需求产生共鸣。(2) 同伴和老师如何发挥作用？(3) 什么仍然无法访问？研究结果鼓励对社会空间因素进行批判性思考，这些因素有助于残疾儿童在课间休息时产生包容感。这项工作增加了在休息和自由游戏中发展支持性环境和实践的知识，这些环境和实践与残疾儿童的愿望和需求产生共鸣。(2) 同伴和老师如何发挥作用？(3) 什么仍然无法访问？研究结果鼓励对社会空间因素进行批判性思考，这些因素有助于残疾儿童在课间休息时产生包容感。这项工作增加了在休息和自由游戏中发展支持性环境和实践的知识，这些环境和实践与残疾儿童的愿望和需求产生共鸣。