ABSTRACT
An elementary school that embraces the inclusion philosophy works to help students with physical disabilities interact with other children during play. Recess and other unstructured playtimes are very brief, making it difficult to create meaningful interactions. Meeting with key administrators, the school’s physical education teacher suggests interventions, including peer support. With communication, collaboration, and help from others, the recommended cross-age peer tutoring during these times creates a safe and healthy environment in which all students can participate.
