School Playground Intervention for Children With Disabilities Creates Play Capabilities and Shifts Adult Perspectives

Unsupportive physical and attitudinal environments can restrict the choice, control, and inclusion of children with disabilities on school playgrounds. Collaborative, capacity building interventions that bring educators and families together have demonstrated positive student outcomes. The Sydney Playground Project is a simple, innovative intervention that consists of two elements: (a) placing novel loose materials with no obvious play value on the school playground; and (b) conducting risk reframing sessions with teachers and allied health professionals (educators) and parents to allow children to have increased choice and control in play through reflection, observation, and practice. A key aspect of the intervention is that educators are asked to allow children to engage with the materials with minimal adult direction. The purpose of this study was to learn from educators about their experience implementing this intervention to increase children’s choice, control, and inclusion on the playground.

Five schools that enrolled students with disabilities from differing cultural backgrounds and socioeconomic statuses participated in the intervention. Immediately following the intervention period at each of the schools, we conducted evaluative interviews with educators. We purposefully invited educators with differing roles, experiences with the intervention, and perceptions of play to participate. Using program evaluation standards, interviews with participants emphasized utility, feasibility, and acceptability of the intervention.

Data included semi-structured interviews with 27 participants (teachers, teaching assistants, therapists, school leadership) across the five participating schools. Analysis was iterative, and strengths focused, exploring what participants gained from the intervention, and how the intervention could be improved. Two authors first independently coded interview samples and checked for consistency, and then each coded half of the schools. Analysis continued with developing categories of prominent ideas across schools, peer-debriefing, and finally identifying five themes.

Prior to the intervention, educators engaged in active supervision strategies to promote play and preempt meltdowns. Educators reported making decisions for children on the playground based on their perception of: the children’s abilities, perceived risk, and accountability to parents. As a consequence, students experienced limited choice on the playground. The introduction of the intervention created a role shift and confusion for participants. They learned to navigate the tension between promoting playground safety and allowing increased independence and risk-taking. During the intervention, children with disabilities demonstrated increased imaginative and social play, and educators adopted higher expectations of students’ play capabilities.

The intervention served as a catalyst to challenge educator perceptions of children’s abilities, and increase children’s capabilities. Many participants were surprised at the play skills children demonstrated with the loose materials and less adult intervention. The intervention supported a positive cycle by enabling children with disabilities to demonstrate increased play skills, and educators allowing children greater choice and control on the playground. As play and collaboration experts, occupational therapists can work with educators to bring simple innovative interventions onto the school playground that support child capabilities. To be most effective, interventions should: (a) build on the strengths of the school, children, and educators; (b) support a positive role shift for educators; and (c) involve continued reflection and action to address the utility and fit of the intervention for the school.

References

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