Students with Williams Syndrome in Recess


  • Kathryn Bates
  • MacKenzie Pigg
  • Matthew D. Lucas
  • Savannah S. McCkenny
  • Kaitlyn E. Hahn


Williams syndrome, recess


Williams syndrome is a disorder that affects the development of a child in a variety of manners, including physical and cognitive developmental delays. Due to the severity of the delays and the physical attributes, children with Williams syndrome are almost always diagnosed before the age of 4 (Huang et al., 2002, Nicholson & Hockey, 1993). However, students with Williams syndrome can fl ourish in inclusive classrooms with appropriate adaptations for their needs. Unfortunately, a study found that half of parents of children with Williams syndrome described getting their child appropriate accommodations and modifi cations at school as a “fi ght,” but none of the parents regretted the decision to have their child in an inclusive mainstream classroom (Self, 2010). The purpose of this manuscript is to provide educators, including special education coordinators and principals with ideas for promoting engagement and inclusion at recess for children with Williams syndrome. Studies have shown that students are more successful when they have recess and get to engage in physical activities (Lucas et al., 2020, Pellegrini & Bohn-gettler, 2013). Due to the physical and cognitive delays associated with Williams syndrome, many of the children fi nd it hard to engage during recess (Self, 2010). The authors will provide examples of easy modifi cations to common games played at recess with the goal of increasing the inclusion and developmental growth of children, socially and physically, with Williams syndrome in this setting.





Feature Articles