This study aims to explore the facilitators and barriers perceived by Dutch children with and without disabilities (6-12 years), for participating in inclusive outdoor play.
We conducted 40 semi-structured interviews with children aged 6-12 years: 22 children without a disability and 18 children with a disability. Children with a disability attended either regular or special primary education. In the Netherlands a lot of children with disability attend special education. Special education schools are often not situated in the own neighborhood, which means that children attending special education mostly use taxi-transportation when going to school. We transcribed all interviews verbatim and two independent researchers analyzed the data using an inductive thematic approach based on the work of Braun and Clarke.
Children, both with and without disabilities, experience various facilitators and barriers for participating in outdoor play. The kind of education received shapes their experiences. Children with disabilities in regular primary education encounter fewer barriers during outdoor play than children with disabilities attending special primary education. Facilitators for children without disabilities include being open-minded about becoming friends with children who have disabilities, as well as willingness to adjust outdoor play behavior. However, they often lack knowledge about possibilities for inclusive outdoor play. Facilitators for children with disabilities include experiencing autonomy and being open-minded about becoming friends with children without disabilities. Barriers for children with disabilities involve difficulties making contact, fear of being left out and insufficient autonomy. Environmental barriers include inaccessible and unattractive playgrounds, and unsafe and distant location of playgrounds.
Children without disabilities are open to playing with children who have disabilities, but they require knowledge about how to engage in inclusive outdoor play effectively. Children with disabilities in regular primary education encounter fewer barriers during outdoor play than children with disabilities attending special primary education. Autonomy and positive play experiences can facilitate inclusive outdoor play for children with disabilities.
Pediatric physical therapists play a key role in facilitating positive play experiences between children with and without disabilities early on. They can provide knowledge about the consequences of disabilities, showcasing the capabilities of children with disabilities, offer guidance during outdoor activities and collaborating to adapt playgrounds.
inclusive outdoor play
pediatric physical therapy
