Characterization of leisure and recreation activities for students with special educational needs in the North region of Portugal: a qualitative study

Abstract

The link between cognitive and behavioural development, and learning at school through play during leisure and recreation time, is increasingly being implemented and explored in mainstream schools. In this context, it is essential to recognise the inclusion of students with special educational needs (SEN) in these practices and to develop alternative, coordinated teaching strategies. The present study aimed to characterise and understand the types of leisure and recreational activities offered to SEN students in school clusters in northern Portugal and their effects. A qualitative methodology involving semi-structured interviews with six primary and special education teachers was adopted. The aim was to identify the types of leisure and recreational activities offered to SEN students in a school context, and to assess the participating teachers' skills, training, experience, and practice in relation to their institution and how these activities were offered to SEN students. The main results of the study concluded that leisure activities for SEN students are part of the school curriculum and that all schools complied with this requirement. It was noted that teacher training is commonly geared towards mainstream education and developed further according to need. It was also concluded that offering these practices has potential advantages, such as greater socialisation, as well as disadvantages, such as teachers lacking in-depth knowledge about the benefits of these practices in supporting SNE students.