Loose parts play a nd social inclusion of children with disabilities

Research has shown that there is little social inclusion of children with disabilities in mainstream education. This study examined the extent to which a specific play intervention, i.e., Loose Parts Play (LPP), improved social inclusion of children with disabilities who attend mainstream schools. An LPP intervention was conducted with two classes at a mainstream school. The classes included 42 children (mean = 9.79; age-range = 9-11), out of whom three were deaf and hard-of-hearing (DHH) or had autism spectrum disorder (ASD). Children were observed and wore sensors during break time. The children and classroom teachers filled out questionnaires and an interview was conducted with the playground teachers at the end of the intervention. The following variables were examined: 1) quantity of social interactions; 2) variety of interaction partners; 3) social play; 4) peer acceptance; 5) friendships; and 6) social well-being. An increase was found in the variety of interaction partners...Show moreResearch has shown that there is little social inclusion of children with disabilities in mainstream education. This study examined the extent to which a specific play intervention, i.e., Loose Parts Play (LPP), improved social inclusion of children with disabilities who attend mainstream schools. An LPP intervention was conducted with two classes at a mainstream school. The classes included 42 children (mean = 9.79; age-range = 9-11), out of whom three were deaf and hard-of-hearing (DHH) or had autism spectrum disorder (ASD). Children were observed and wore sensors during break time. The children and classroom teachers filled out questionnaires and an interview was conducted with the playground teachers at the end of the intervention. The following variables were examined: 1) quantity of social interactions; 2) variety of interaction partners; 3) social play; 4) peer acceptance; 5) friendships; and 6) social well-being. An increase was found in the variety of interaction partners as well as a decrease in the proportions of social interactions and social play in the total sample. Before the intervention, children with disabilities scored lower on the proportion of social interactions; the proportion of social play interactions; and all peer acceptance and friendship variables compared to their peers. This did not improve during LPP. LPP had little effect on the total sample and failed to improve the social inclusion of children with disabilities. These results suggest the need of more research aiming at social and emotional effects of LPP, especially for children with disabilities since these results are based on three children.Show less

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Loose parts play a nd social inclusion of children with disabilities