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Play for Children with Disabilities Database
- 1. הידע מאגר •, :אנקארנקאיו פדרו של להרצאתו מצגת פורטוגל •:ההרצאה שםLUDI-לילדים ומשחק טכנולוגיה מיוחדים צרכים עם •הבינלאומי הכינוס במסגרת התקיימה ההרצאה –שפירא איזי בית המוגבלויות בתחום השישי •:שנה2015
- 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. 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. ”……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. LUDI – Play for Children with Disabilities COST Action TD 1309 2014-2018 Pedro Encarnação pme@ucp.pt
- 6. + COST IS… The longest-running European framework supporting trans- national cooperation COST does not fund research itself, but provides support for networking activities
- 7. + LUDI IS… THE PAN-EUROPEAN NETWORK DEVOTED TO THE STUDY OF THE PLAY OF CHILDREN WITH DISABILITIES
- 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. 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. 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. 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. …. 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. 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. 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. 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. 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. 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. 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. 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. 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 disabilitiesRaise awareness to the im portance of play for children with disabilities
- 21. PLAY FOR CHILDREN WITH DISABILITIES www.ludi-network.eu Chair: Serenella Besio (s.besio@univda.it) Vice-chair: Pedro Encarnação (pme@ucp.pt)
- 23. הידע מאגר הידע למאגר וחזרה מלא ממסך ליציאה לחץEsc
Editor's Notes
- There are calls for proposals. Accepted proposals become European Actions. People in COST countries are informed about the current Actions and can contact the COST National Coordinators and apply to join an Action. Evaluation method is decided by each national COST office.
- 29 countries, 80+ persons from academia, toy/game companies, rehabilitation professionals, regulatory bodies
- Play is the most prevalent activity in childhood and it’s instrumental for child development. It should also be like this for children with disabilities!
- Play deprivation: direct forms, as a consequence of the child limitations, secondary forms, since no alternative ways of playing are provided. Often parents see play as something to do if there’s time to do it. And if it is hard to find time with typically developing children, it is an increased challenge with children with disabilities.
- Less opportunities for play will compromise development, will give children less opportunities to demonstrate their knowledge, will decrease adult’s expectations, will lead to less opportunities to play... We need to break this vicious cycle!!
- Many toys require: Fine motor skills (e.g. Lego bricks; playgrounds) -> children with motor impairments Cognitive skills (e.g., games with rules) -> children with cognitive impairments Social interactions (e.g., dolls) -> children with ASD Being able to see and hear -> children with sensory limitations
- LUDI because this issue needs to be addressed from a multi- and trans-disciplinary perspective, involving toy and game companies, technology developers, parents, educators, rehabilitation professionals, jurists, policy makers.
- And solutions need to be found at different levels: technologies should be accessible and parents and therapists should know about them, models and methodologies for play for play-sake interventions should be developed, information should be disseminated and awareness to the importance of play should be raised (this is also important for typically developing children...)
- The work as been divided by 4 Working Groups
- WG4 will build on the knowledge gathered by all other WGs to propose a training model for rehabilitation professionals on play for children with disabilities
- Current status of the work... The choice of this definition is consistent with the decision of leaving the so-called play-like activities out of the focus of the research. A much deeper attention is dedicated to the “play for play’s sake” activities, too often lacking proper recognition as one of the primary needs in the case of children with disabilities. A detailed analysis of literature suggested that types of play can be organized around two main clusters, one corresponding to the cognitive complexity implied by the different types of play, and the second one to the degree and type of social interaction in which the child is involved while playing.
- In the long term the database will not only represent an overview of the play systems available, but also an interactive guide that will allow for each record included in the database an exploration of the following characteristics: the most meaningful use cases, the outcomes and the methodologies chosen to assess the effectiveness of each technology. The information contained will be useful for parents, educators or clinicians that are looking for technology to support play for a particular child, as well as to researchers and developers that want to have an overview of the current applications. The database will also collect technology for play-like activities, as these examples can contribute to knowledge transference between different fields of interest, thus fostering new ideas for creating and implementing purely ludic activities. The database will be available at the LUDI website. Everyone is invited to contribute.
- WG1 first deliverable will be a report on the barriers to play within four key contexts: the home, educational settings, the built environment and the natural environment. This report will be based upon a narrative review of key literature related to these topics. The sort of barriers we have identified include: physical, attitudinal, economic and political. Our next step is to explore what is known about facilitating, or enabling play for children with disabilities within these same four contexts.