Walking, talking, playing: Children with disabilities’ outdoor play in French mainstream schools

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dc.contributor.authorOrain, Clémenceen
dc.contributor.authorMorgenthaler, Thomasen
dc.contributor.authorSchulze, Christinaen
dc.date.accessioned2025-02-05T16:39:01Z
dc.date.available2025-02-05T16:39:01Z
dc.date.issued2025-02-03en
dc.description.abstractBackground: Children’s right to play remains underexplored in French mainstream schools. France’s inclusive education policies aim to include children with disabilities in mainstream classrooms, but this transition can create challenges hindering meaningful play opportunities. This highlights the importance of gaining a deeper understanding of children’s experiences of play in school playgrounds. Aim: This study explores children with disabilities’ experiences and perspectives on their outdoor play in French mainstream school playgrounds. Material and Methods: Walking and Talking tour interviews were conducted with thirteen children with various disabilities across six mainstream schools in western France. Data were audio-recorded, transcribed verbatim and analysed using thematic analysis. Results: (1) ‘I can(not) play’: Environmental Barriers and Opportunities; (2) ‘I have an idea’: Children’s Preferences for Enriching Play and Inclusion; (3) ‘Learn to Hear Me Out’: Strengthening Children’s Participation in Everyday School Practices including Playground Redesign. Conclusions and Significance: This study highlights the barriers children with disabilities face in French mainstream school playgrounds. It emphasises the need for collaborative co-design to create inclusive and playful environments. Findings have implications for occupational science, inclusive education, school-based occupational therapy, and urban design. Future participatory research should explore the co-design of school playgrounds, involving all relevant stakeholders.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.articleid2459150en
dc.identifier.citationOrain, C., Morgenthaler, T. and Schulze, C. (2025) 'Walking, talking, playing: Children with disabilities’ outdoor play in French mainstream schools', Scandinavian Journal of Occupational Therapy, 32(1), 2459150 (13pp). https://doi.org/10.1080/11038128.2025.2459150en
dc.identifier.doihttps://doi.org/10.1080/11038128.2025.2459150en
dc.identifier.eissn1651-2014en
dc.identifier.endpage13en
dc.identifier.issn1103-8128en
dc.identifier.issued1en
dc.identifier.journaltitleScandinavian Journal of Occupational Therapyen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/16977
dc.identifier.volume32en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.ispartofScandinavian Journal of Occupational Therapyen
dc.rights© 2025, the Author(s). Published by Informa UK limited, trading as Taylor & Francis Group. This is an open access article distributed under the terms of the Creative Commons Attribution-Noncommercial license (http://creativecommons.org/licenses/by-nc/4.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/en
dc.subjectInclusive educationen
dc.subjectMainstream schoolen
dc.subjectParticipationen
dc.subjectPlay redesignen
dc.subjectSchool playgroundsen
dc.subjectVulnerable populationsen
dc.titleWalking, talking, playing: Children with disabilities’ outdoor play in French mainstream schoolsen
dc.typeArticle (peer-reviewed)en
oaire.citation.issue1en
oaire.citation.volume32en
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