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Pedro Encarnação: “LUDI”- Technology and Play for Children with Disabilities


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Pedro Encarnação: “LUDI”- Technology and Play for Children with Disabilities

  1. 1. Knowledge Database • Slide Presentation for the lecture of: Pedro Encarnação Catholic University of Portugal, Portugal • Topic of lecture: “LUDI”- Technology and Play for Children with Disabilities • The lecture was given at Beit Issie Shapiro’s 6th International Conference on Disabilities – Israel • Year: 2015
  2. 2. In memory of Dr. Gert Jan Gelderblom Presented at the 6th International Conference on Disabilities – “Unity and Diversity in Action” Tel-Aviv, June 8, 2015 “LUDI”- Technology and Play for Children with Disabilities
  3. 3. IROMEC - Interactive RObotic social MEdiators as Companions Social Robots in Care: from experiment to care practice Zuyd University of Applied Sciences, research group Technology in Care. Acceptable robotiCs COMPanions for AgeiNg Years AAATE: president-elect, editor of the AAATE journal International Conference on Social robots in Therapy and Education
  4. 4. ”……trusted and reliable colleague, collaborative and effective senior researcher, active promoter….. ….he has distinguished himself … for his leadership and effective mediation skills, as well as for his acute synthesis ability and talent to give impulse to the work…..” Prof. Serenella Besio Chair of the COST Action LUDI
  5. 5. LUDI – Play for Children with Disabilities COST Action TD 1309 2014-2018 Pedro Encarnação
  6. 6. + COST IS… The longest-running European framework supporting trans- national cooperation COST does not fund research itself, but provides support for networking activities
  8. 8. WHY THIS RESEARCH THEME?  Play is the most important engine of the child’s development  Play is also the most important context to establish friendships and to feel included in the peers’ group  In the case of children with disabilities, although they have some kind of impairment, they remain undoubtedly, first of all, children  There is no reason that in this case play can be considered less important than for other children
  9. 9. BUT…  The child with some kinds of impairment can meet difficulties in playing  Parents, professionals, teachers in this case are mainly interested in addressing rehabilitative objectives while other aspects of the “normal” life are confined to the background  Often these children’s parents are worried, anxious and are not able to play with them: they simply don’t know which toys they can offer or buy, how they can propose a play activity
  10. 10. AND…  The child’s development may suffer a slowdown or an arrest when he/she cannot play or is deprived of play  The lack of play experiences in inclusive ludic contexts can provoke serious limitations to the development of social abilities
  11. 11. FOR THESE REASONS WE HAVE BUILT A TRANSDISCIPLINARY NETWORK  Because play of children with disabilities should be studied at the crossroads of many scientific disciplines  Because it involves the awareness and the collaboration of toy and game companies, technology developers, educators, teachers, rehabilitation professionals, medical doctors, jurists, policy makers…
  12. 12. …. SOLUTIONS AT DIFFERENT LEVELS  Tools and technologies: from the capacity to suitably choose them to the possibility of modifying the design process  Models and methodologies of intervention: from the ability to involve the child in play activities to the competence in building inclusive play contexts  Spreading information and knowledge, sharing good practices, by involving stakeholders and associations  Increase in general awareness: changing policies, attitudes and including more precisely the needs of children with disabilities in Article 31 of the UN-CRC
  13. 13. LUDI ORGANIZATION  27 countries, 80+ persons  Four Working Groups  Management Committee  Core Group  Advisory Board  Two general meetings / year. Core Group meets also between general meetings
  14. 14. TECHNOLOGIES (ACCESSIBILITY, USABILITY) PLAY ACTIVITIES (PLAY TYPOLOGIES) Working Group 2 Tools and technologies for the play of children with disabilities Working Group 1 Children’s play in relation to the types of disabilities IMPAIRMENTS
  15. 15. POLICIES PLAY CONTEXTS AND RELATIONSHIPS (ADULTS, PEERS) Working Group 3 Contexts for play of children with disabilities RIGHTS Working Group 1 Working Group 4 Methods, tools and frameworks for the development of the child with disabilities’ play TRAINING MODEL
  16. 16. WG1: CHILDREN’S PLAY IN RELATION TO THE TYPES OF DISABILITIES  LUDI adopted Garvey’s definition: “Play is a range of voluntary, intrinsically motivated activities normally associated with recreational pleasure and enjoyment”  LUDI Classification of Types of Play Cognitive dimension Social dimension Practice Solitary Symbolic Parallel Constructive Associative Games with rules (including videogames) Cooperative
  17. 17. WG2: TECHNOLOGY FOR THE PLAY OF CHILDREN WITH DISABILITIES  Technology for play: application of knowledge coming from different scientific areas to develop devices, services, strategies, and practices to support play  Development of a database collecting a vast number of examples of technologies to support play  Examples of database records are:  the use of robots to promote and support play  descriptions of interventions to promote play or to achieve a different functional goal through play  use cases of toys (designed for all or adapted)  description of the development of accessible playgrounds
  18. 18. WG3: CONTEXTS FOR THE PLAY OF CHILDREN WITH DISABILITIES  Literature review on the enablers and the barriers for disabled children’s play at home, in educational settings, in built and natural environments providing  A narrative account of research in this area  Identification of any research gaps or avenues for further research into barriers and enablers to play for disabled children  Barriers identified include: physical, attitudinal, economic and political
  19. 19. WG4 : METHODS, TECHNOLOGY AND FRAMEWORKS FOR THE DEVELOPMENT OF THE CHILD WITH DISABILITIES’ PLAY  Bibliographic search revealed a limited number of studies addressing children with disabilities needs in relation to play  A pilot survey is being conducted in Sweden, Finland and Lithuania  The survey will be replicated in more European countries aiming at characterizing the users’ needs in relation to play in Europe
  20. 20. LUDI LONG TERM GOALS...  Collect and systematize existing knowledge on play for children with disabilities  Provide guidelines / design rules for technology to support play for children with disabilities  Disseminate best practices and effective intervention models  Develop training methodologies for intervention and interdisciplinary action to support play for children with disabilities
  21. 21. PLAY FOR CHILDREN WITH DISABILITIES Chair: Serenella Besio ( Vice-chair: Pedro Encarnação (
  22. 22. Knowledge Database To Exit Full Screen and Return to the Knowledge Database Press Esc