Guidelines for supporting children with disabilities' play

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Play for the sake of play; Inclusion; Impairment; Children's rights; Special education; Early intervention; Occupational Therapy; Environmental factors; Toys

<DIV align=justify> All children want to play. This is also true for children with disabilities. Facilitating their engagement in play, whatever children’s capacities, is a central premise of people who view play as fundamental for their development and well-being. Play for the sake of play, just for recreational pleasure and enjoyment, without any secondary goal. In this book you’ll find guidelines to support children with disabilities’ play. They can be a useful tool for ensuring that children with disabilities can fully enjoy their right to play, for improving the quality of children’s play, enhancing their play satisfaction and participation, and reducing play deprivation. Written in a lay-person language, providing ready-to-use information, this book is for parents, teachers, rehabilitation professionals, toy manufacturers, policy makers and in general for all of those interested in the topic of play for children with disabilities. This publication results from the research and work of a transdisciplinary team, all participants in the COST Action “LUDI - Play for Children with Disabilities”.

Methodologies, tools, and contexts

Table of Contents

Frontmatter

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Editors

{"title":{"xml:lang":"en","content":"Editors"}}

Contributors

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{"title":{"xml:lang":"en","content":"Table of Contents"}}

Foreword

{"title":{"xml:lang":"en","content":"Foreword"}}

Preface

{"title":{"xml:lang":"en","content":"Preface"}}

1 What is play?

{"title":{"xml:lang":"en","content":"1 What is play?"}}

2 Do children with disabilities play?

{"title":{"xml:lang":"en","content":"2 Do children with disabilities play?"}}

3 What barriers to play do children with disabilities face?

3 What barriers to play do children with disabilities face?

{"title":{"xml:lang":"en","content":"3 What barriers to play do children with disabilities face?"}}

4 Are our children playing?

{"title":{"xml:lang":"en","content":"4 Are our children playing?"}}

5 How can I, as an adult, facilitate play?

5 How can I, as an adult, facilitate play?

{"title":{"xml:lang":"en","content":"5 How can I, as an adult, facilitate play?"}}

6 What assistive technologies exist to enable participation in play?

6 What assistive technologies exist to enable participation in play?

7 Which toys and games are appropriate for our children?

7 Which toys and games are appropriate for our children?

{"title":{"xml:lang":"en","content":"7 Which toys and games are appropriate for our children?"}}

8 Which digital games are appropriate for our children?

8 Which digital games are appropriate for our children?

{"title":{"xml:lang":"en","content":"8 Which digital games are appropriate for our children?"}}

9 Which playspaces are appropriate for our children?

9 Which playspaces are appropriate for our children?

{"title":{"xml:lang":"en","content":"9 Which playspaces are appropriate for our children?"}}

10 Take home messages

{"title":{"xml:lang":"en","content":"10 Take home messages"}}

11 Information resources on play for children with disabilities

11 Information resources on play for children with disabilities

Appendix

{"title":{"xml:lang":"en","content":"Appendix"}}

Pedro, Encarnação, CLSBE, Portugal Sylvie, Ray-Kaeser, HES-SO EESP, Lausanne, Switzerland Nicole, Bianquin, UNIVDA, Aosta, Italy

 All children want to play. This is also true for children with disabilities. Facilitating their engagement in play, whatever children’s capacities, is a central premise of people who view play as fundamental for their development and well-being. Play for the sake of play, just for recreational pleasure and enjoyment, without any secondary goal. In this book you’ll find guidelines to support children with disabilities’ play.

 All children want to play. This is also true for children with disabilities. Facilitating their engagement in play, whatever children’s...

Table of Contents - Guidelines for supporting children with...

Table of Contents

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