'Everyone's Just Like, They're Fine, and When in Reality, Are We?' Stories about Recess from Children Experiencing Disability

Autor/inn/en	Rubuliak, Rebecca; Spencer, Nancy L. I.
Titel	'Everyone's Just Like, They're Fine, and When in Reality, Are We?' Stories about Recess from Children Experiencing Disability
Quelle	In: Sport, Education and Society, 27 (2022) 2, S.167-181 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rubuliak, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2021.1891041
Schlagwörter	Recess Breaks; Elementary School Students; Peer Influence; Teacher Influence; Students with Disabilities; Barriers; Accessibility (for Disabled); Foreign Countries; Grade 3; Grade 4; Grade 6; Student Attitudes; Student Experience; Physical Activities; Play; Canada + Suchen Sie Ihr Suchwort? Aktive Pause; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Accessibility; Zugänglichkeit; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Schülerverhalten; Studienerfahrung; Spiel; Kanada
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11