Playground Interactions for Preschool-Age Children with Special Needs

Abstract

Forty-five typically-developing children and 19 children with special needs, ages 3 to 5 years, were observed interacting on the playground. Observers recorded three types of play engaged in by the children. These included: (1) playing alone, (2) playing with a teacher, or (3) playing cooperatively with a peer(s). Scan-sampling was the observational technique used by observers. This technique required a snap-shot observation of a child at play for 10 seconds. Results indicated that children with special needs engaged in less cooperative play and were observed playing alone or with a teacher more often than their typically-developing peers. Furthermore, children with special needs often arrived on the playground later than their typically-developing classmates; consequently, they had fewer opportunities to be involved in play with peers. Field notes made by observers indicated that in some instances teachers used effective strategies to facilitate the inclusion of children with special needs in cooperative interactions. Results and observations are discussed and recommendations for practice and future research are provided.

Additional information

Notes on contributors

Laura Nabors

Michael Lepp, PT, is in private practice, Associate Instructor of the Upledger Institute, and Clinical Instructor, Case Western Reserve University School of Dentistry, Cleveland, OH.