Virginia AHPERD_SpringSummer2026

tics that were previously discussed in Chart #1 and possible modifications for these characteristics that may contribute to a better experience for children with AS in recess. It is important to collaborate with all adults involved in the ed ucation of the child including parents, teachers, and when appropriate, physical therapists (PT), occupational thera pists (OT), speech language pathologists (SLP), and any other related service that is relevant. There will be some days in which teachers are not able to go outside due to rain, snow, temperatures, or many oth er reasons. Being flexible and having a plan even on the

days when students have to stay inside is important. The previous recommendations are still suggested. Conclusion Many children with AS are in schools today. The ben efits to children, including children with disabilities, of ac tive participation in recess are noted in this manuscript. It is very possible that any teacher will have the opportunity to work with a student who has AS. This article has ad dressed characteristics of children with the disorder and possible practices for working with children with AS in the recess setting.

Chart #2: Recess Modifications for Children with Angelman Syndrome

Chart #2: Recess Modifications for Children with Angelman Syndrome

Symptoms

Recess Modifications of Angelman Syndrome

• Maintain a calm recess environment • Utilize a buddy system, pairing with a reliable and empathetic peer

Developmental Delay

• Clear boundaries (physical and behavioral) • Emphasize cooperation, not competition

• Students should be comfortable with recess activities, repeating activities can build familiarity for students • Strong and consistent environment • Simple rules • Give visual demonstrations of all activities • Give simple verbal directions of activities • Keep instructions to a few words • Use augmented communication device when available and appropriate, consult with SLP • Use simple sign language (sign language can benefit all students) • Picture Exchange Communication System (PECS) may be beneficial, consult with SLP • Close supervision to ensure safety • Allow for cooperative games over competitive activities • With consent of parents, consult with PT/OT for recess safety • Utilize physical education as a time for improving locomotor skills, consult with PT/OT • Ensure pathways are clear of obstructions • Close supervision • Proper training for adults supervising recess • Avoid activities that involve climbing (eg. climbing walls, playground climbers, climbing domes) • Verify with school nurse and parent/guardian, and document and avoid potential seizure stimulants (eg. spinning, swinging) • Be aware of hyperactivity and take steps to manage over excitement and non-preferred behaviors • Develop a safe environment as noted in the modifications above

Intellectual Disability

Speech challenges, ranging from not speaking at all (nonverbal) to only using a few words Walking difficulties, such as clumsiness and a wide-based walk gait

Epilepsy

Microcephaly

There will be some days in which teachers are not able to go outside due to rain, snow, temperatures, or many other reasons. Being flexible and having a plan even on the days when students have to stay inside is important. The previous recommendations are still suggested.

20 • Virginia AHPERD • SPRING/SUMMER 2026