Teachers' Perspectives on Including Children with Disabilities in Virtual Motor Play Activities during Online Learning
Saved in:
| Title: | Teachers' Perspectives on Including Children with Disabilities in Virtual Motor Play Activities during Online Learning |
|---|---|
| Language: | English |
| Authors: | W. Catherine Cheung (ORCID |
| Source: | British Journal of Special Education. 2025 52(1):27-36. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Teacher Attitudes, Inclusion, Motor Development, Social Development, Students with Disabilities, Distance Education, Preschool Teachers, Computer Simulation, Physical Development, Social Integration, Learning Activities, Allied Health Personnel, Occupational Therapy, Interdisciplinary Approach, Parent Teacher Cooperation |
| DOI: | 10.1111/1467-8578.12567 |
| ISSN: | 0952-3383 1467-8578 |
| Abstract: | Structured motor play is crucial to the motor and social development of children with disabilities. However, many teachers report that including children with disabilities in motor play is challenging, especially during virtual learning. The purpose of this interview study was to explore 26 preschool teachers' perspectives on engaging children with disabilities in motor play in virtual environments and the strategies they used to involve students. Teachers believed that including children with disabilities in virtual motor play activities is important for their physical development, sense of belonging, and exploration of potential. Teachers also indicated that understanding the motor abilities and interests of children with disabilities and making adaptations to support each child during virtual motor play is important. Additionally, seeing therapists as resources for motor play ideas and sharing resources with parents were strategies suggested by participants to facilitate the engagement of children with disabilities in motor play during virtual learning. Findings suggest that an interdisciplinary approach to teaching motor play is crucial for children with disabilities regardless of the service delivery model. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461710 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Structured motor play is crucial to the motor and social development of children with disabilities. However, many teachers report that including children with disabilities in motor play is challenging, especially during virtual learning. The purpose of this interview study was to explore 26 preschool teachers' perspectives on engaging children with disabilities in motor play in virtual environments and the strategies they used to involve students. Teachers believed that including children with disabilities in virtual motor play activities is important for their physical development, sense of belonging, and exploration of potential. Teachers also indicated that understanding the motor abilities and interests of children with disabilities and making adaptations to support each child during virtual motor play is important. Additionally, seeing therapists as resources for motor play ideas and sharing resources with parents were strategies suggested by participants to facilitate the engagement of children with disabilities in motor play during virtual learning. Findings suggest that an interdisciplinary approach to teaching motor play is crucial for children with disabilities regardless of the service delivery model. |
|---|---|
| ISSN: | 0952-3383 1467-8578 |
| DOI: | 10.1111/1467-8578.12567 |
