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Introduction: One of the important aims of equal rights legislation is enshrining the right to equal and active participation in society for people with disabilities. Most such laws include sections emphasizing accessibility, the degree to which a system, facility or service is usable without modification by as many people as possible, as a major enabler of participation. Ramps and Braille-encoded elevator panels are nearly ubiquitous examples of common accessibility accommodations. Yet similar accommodations for people with intellectual disabilities are nearly absent, as their accessibility needs are often invisible to legislators, professionals and lay people alike.

Participation in leisure activities may contribute to the development of social, motor, and language skills, and is therefore especially important for children with learning disabilities. Leisure activities of students in educational settings are performed mostly during breaks. While there have been some studies of the effect of breaks on classroom performance, none have been conducted among children with learning disabilities. Moreover, the role of breaks as a leisure agent was never addressed. The purpose of the study was to examine break activities of children with learning disabilities, through exploration of the correlation between their preferences for break activities and the activities in which they actually engaged. The study found no such correlation. It is therefore suggested that leisure education should provide students with the skills they need in order to choose leisure activities and evaluate the efficacy of the choice they had made.