Secondary School Students with Disabilities at Break Time
Abstract Break time fulfills an important role in the social development of students, providing free time for interaction where they are able to practice their abilities of making contact with others. Students with disabilities do not see themselves in the same light because they consider this activity an unstructured one to get on with. Break planning and mediation carried out by other pupils eases relationships between both groups and offers a natural learning environment among students, according to inclusive education principles. This research has been carried out by investigating multiple cases in three special education classrooms which belong to secondary schools, with a total of 19 students with disabilities. Over the course of three months of observation, 3,420 interaction instances were obtained which were linked with the students’ interviews. The results show a lower number of relationships between students belonging to classrooms with no planned breaks in their schedule and those classrooms which did plan their breaks and peer mediation. The practical implications are discussed.
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ALBERT, M. (2006). La investigación cualitativa; Claves teóricas. Madrid: McGraw Hill.
ANGROSINO, M.(2012). Etnografía y Observación participante en investigación cualitativa. Madrid: Morata.
ANGUERA, M. T. (1993). Metodología observacional en la investigación psicológica. Barcelona: PPU.
BARDÍN, L. (1986). Análisis de contenido. Madrid: Akal.
BJORKLUND, D. y BROWN, R. (1998). Physical play and cognitive development: Integrating activity, cognition, and education. Child Development, 69 (3), 604-606. https://doi.org/10.1111/j.1467-8624.1998.tb06229.x
BORONAT, J. (2005). Análisis de contenido. Posibilidades de aplicación en la investigación educativa. Revista Interuniversitaria de Formación del Profesorado, 19 (5), 157-174.
BROWN, W., ODOM, S. y CONROY, M. A. (2001). An intervention hierarchy for promoting young children’s peer interactions in natural environments. Topics in Early Childhood Special Education, 21 (3), 162-175. https://doi.org/10.1177/027112140102100304
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FARRELL, P. (2000). The impact of research on developments in inclusive education. International Journal of Inclusive Education, 4 (2), 153-162. https://doi.org/10.1080/136031100284867
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HEYNE, L., WILKINS, V. y ANDERSON, L. (2012). Social Inclusion in the Lunchroom and on the Playground at School. Social Advocacy & Systems Change, 3 (1), 54-68.
JARRETT, O. (2002). Recess in elementary school: what does the research say? ERIC Clearinghouse on Elementary and Early Childhood Education. EDO-PS-02-9. Recuperado en http://ecap.crc.illinois.edu/eecearchive/digests/2002/jarrett02s.
KAMPS, D., ROYER, J., DUGAN, E., KRAVITS, T., GONZÁLEZ-LÓPEZ, A., GARCÍA, J., CARNAZZO, K., MORRISON, L. y KANE,L.(2002).Peer training to facilitate social interaction for elementary students with autism and their peers. Exceptional Children, 68 (2), 175-187.
LANG, R., KURIAKOSE, S., LYONS, G., MULLOY, A., BOUTOT, A., BRITT, C., CARUTHERS, S., ORTEGA, L., O’REILLY, M. y LANCIONI, G. (2011). Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 5 (4), 1296-1305. https://doi.org/10.1016/j.rasd.2011.02.012
LAUSHEY, K. y HEFLIN, J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30 (3), 183-193. https://doi.org/10.1023/A:1005558101038
MACHALICEK, W., SHOGREN, K., LANG, R., RISPOLI, M., O’REILLY, M., FRANCO, J. y SIGAFOOS, J. (2009). Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training. Research in Autism Spectrum Disorders, 3 (2), 547-555. https://doi.org/10.1016/j.rasd.2008.11.003
MASON, R., KAMPS, D., TURCOTTE, A., COX, S., FELDMILLER, S. y MILLER, T. (2014). Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8 (3), 334-344. https://doi.org/10.1016/j.rasd.2013.12.014
MAYAN, J. (2001). Introducción a los métodos cualitativos: módulo de entrenamiento para estudiantes y profesionales. Alberta: International Institute for Qualitative Methodology.
MONTIE, J. y ABERY, B. (2011). Social and emotional well-being of children and youth with disabilities: A brief overview. Impact, 24 (1), 2-3.
PELLEGRINI, A., KATO, K., BLATCHFORD, P. y BAINES, E. (2002). A short-term longitudinal study of children’s playground games across the first year of school: implications for social competence and adjustment to school. American Educational Research Journal, 39 (4), 991-1015. https://doi.org/10.3102/00028312039004991
ROGERS, S. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30 (5), 399-409.
SHAW, I. (2003). La evaluación cualitativa. Barcelona: Paidós.
SIBLEY, B. Y ETNIER, J. (2003). The relationship between physical activity and cognition in chil- dren: a meta-analysis. Pediatric Exercise Science, 15 (3), 243-256. https://doi.org/10.1123/pes.15.3.243
TERPSTRA, J., HIGGINS, K. Y PIERCE, T. (2002). Can I play? Classroombased interventions for teaching play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 17 (2), 119-126.
https://doi.org/10.1177/10883576020170020701
THOMAZET, S. (2009). From integration to inclusive education: does changing the terms impro- ve practice? International Journal of Inclusive Education, 13 (6), 553-563. https://doi.org/10.1080/13603110801923476
ANGROSINO, M.(2012). Etnografía y Observación participante en investigación cualitativa. Madrid: Morata.
ANGUERA, M. T. (1993). Metodología observacional en la investigación psicológica. Barcelona: PPU.
BARDÍN, L. (1986). Análisis de contenido. Madrid: Akal.
BJORKLUND, D. y BROWN, R. (1998). Physical play and cognitive development: Integrating activity, cognition, and education. Child Development, 69 (3), 604-606. https://doi.org/10.1111/j.1467-8624.1998.tb06229.x
BORONAT, J. (2005). Análisis de contenido. Posibilidades de aplicación en la investigación educativa. Revista Interuniversitaria de Formación del Profesorado, 19 (5), 157-174.
BROWN, W., ODOM, S. y CONROY, M. A. (2001). An intervention hierarchy for promoting young children’s peer interactions in natural environments. Topics in Early Childhood Special Education, 21 (3), 162-175. https://doi.org/10.1177/027112140102100304
EVERTSON, C. M. y GREEN, J. L. (1989). La observación como indagación y método. En M. C. WITTROCK (Coord.), La investigación de la Enseñanza, II. Métodos cualitativos y de observación (pp. 303-407). Barcelona: Paidós.
FARRELL, P. (2000). The impact of research on developments in inclusive education. International Journal of Inclusive Education, 4 (2), 153-162. https://doi.org/10.1080/136031100284867
FUJIKI, M., BRINTON, B., ISAACSON, T. y SUMMERS, C. (2001). Social behaviors of children with language impairment on the playground. A Pilot Study. Language, Speech, and Hearing Services in Schools, 32 (2), 101-113. https://doi.org/10.1044/0161-1461(2001/008)
HARPER, C., SYMON, J. y FREA, W. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38 (5), 815-826. https://doi.org/10.1007/s10803-007-0449-2
HEYNE, L. y ANDERSON, L.(2011). Therapeutic recreation in schools: Supporting children’s social and emotional well-being. Impact, 24 (1), 16-17.
HEYNE, L., WILKINS, V. y ANDERSON, L. (2012). Social Inclusion in the Lunchroom and on the Playground at School. Social Advocacy & Systems Change, 3 (1), 54-68.
JARRETT, O. (2002). Recess in elementary school: what does the research say? ERIC Clearinghouse on Elementary and Early Childhood Education. EDO-PS-02-9. Recuperado en http://ecap.crc.illinois.edu/eecearchive/digests/2002/jarrett02s.
KAMPS, D., ROYER, J., DUGAN, E., KRAVITS, T., GONZÁLEZ-LÓPEZ, A., GARCÍA, J., CARNAZZO, K., MORRISON, L. y KANE,L.(2002).Peer training to facilitate social interaction for elementary students with autism and their peers. Exceptional Children, 68 (2), 175-187.
LANG, R., KURIAKOSE, S., LYONS, G., MULLOY, A., BOUTOT, A., BRITT, C., CARUTHERS, S., ORTEGA, L., O’REILLY, M. y LANCIONI, G. (2011). Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 5 (4), 1296-1305. https://doi.org/10.1016/j.rasd.2011.02.012
LAUSHEY, K. y HEFLIN, J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30 (3), 183-193. https://doi.org/10.1023/A:1005558101038
MACHALICEK, W., SHOGREN, K., LANG, R., RISPOLI, M., O’REILLY, M., FRANCO, J. y SIGAFOOS, J. (2009). Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training. Research in Autism Spectrum Disorders, 3 (2), 547-555. https://doi.org/10.1016/j.rasd.2008.11.003
MASON, R., KAMPS, D., TURCOTTE, A., COX, S., FELDMILLER, S. y MILLER, T. (2014). Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8 (3), 334-344. https://doi.org/10.1016/j.rasd.2013.12.014
MAYAN, J. (2001). Introducción a los métodos cualitativos: módulo de entrenamiento para estudiantes y profesionales. Alberta: International Institute for Qualitative Methodology.
MONTIE, J. y ABERY, B. (2011). Social and emotional well-being of children and youth with disabilities: A brief overview. Impact, 24 (1), 2-3.
PELLEGRINI, A., KATO, K., BLATCHFORD, P. y BAINES, E. (2002). A short-term longitudinal study of children’s playground games across the first year of school: implications for social competence and adjustment to school. American Educational Research Journal, 39 (4), 991-1015. https://doi.org/10.3102/00028312039004991
ROGERS, S. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30 (5), 399-409.
SHAW, I. (2003). La evaluación cualitativa. Barcelona: Paidós.
SIBLEY, B. Y ETNIER, J. (2003). The relationship between physical activity and cognition in chil- dren: a meta-analysis. Pediatric Exercise Science, 15 (3), 243-256. https://doi.org/10.1123/pes.15.3.243
TERPSTRA, J., HIGGINS, K. Y PIERCE, T. (2002). Can I play? Classroombased interventions for teaching play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 17 (2), 119-126.
https://doi.org/10.1177/10883576020170020701
THOMAZET, S. (2009). From integration to inclusive education: does changing the terms impro- ve practice? International Journal of Inclusive Education, 13 (6), 553-563. https://doi.org/10.1080/13603110801923476
Artiles Rodríguez, J., Marchena Gómez, R., & Santana Hernández, R. (2016). Secondary School Students with Disabilities at Break Time. Siglo Cero, 47(2), 79–98. https://doi.org/10.14201/scero20164727998
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