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Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities
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Recess and children with disabilities: A mixed-methods pilot study.

Lauren McNamara1, Yana Lakman2, Natalie Spadafora2

  • 1Diversity Institute, Ted Rogers School of Management, Ryerson University, 350 Victoria St., Toronto, Ontario, M5B2K3, Canada.

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Summary

Children with disabilities experience more negative social interactions and lower belongingness during school recess. This highlights their increased vulnerability in unstructured school environments, necessitating further investigation into inclusive playground practices.

Keywords:
BelongingDisabilitiesExclusionRecessSchool healthWell-being

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Area of Science:

  • Child development
  • Social psychology
  • Educational psychology

Background:

  • Children's social relationships significantly impact their health.
  • Recess is a critical period for child socialization and play.
  • School playgrounds often present social challenges, increasing risk for negative experiences, especially for children with disabilities.

Purpose of the Study:

  • To examine the recess experiences of children with disabilities.
  • To compare the social experiences of students with and without disabilities during recess.

Main Methods:

  • Anonymous online survey administered to 743 students in grades 4-8.
  • Analysis focused on 44 students with disabilities.
  • Multivariate Analysis of Variance (MANOVA) used to compare groups on recess enjoyment, affect, victimization, and belongingness.

Main Results:

  • Students with disabilities reported higher levels of negative affect.
  • Children with disabilities experienced greater victimization during recess.
  • Lower levels of positive affect and belongingness were reported by students with disabilities.

Conclusions:

  • Children with disabilities face heightened vulnerability and negative social experiences during school recess.
  • Further research is needed to understand recess contexts and develop best practices for inclusivity.
  • Inclusive recess environments are crucial for the well-being of all students, particularly those with disabilities.