Play and Disability: A Guide to Inclusive Play
Special Needs
The system is responsible for providing temporary or permanent aids, educational resources, healthcare, space, and materials. These resources are necessary for individuals with special needs to experience a fully normalized life.
Intervention for Behavioral and Antisocial Disorders
Poverty and marginalization can cause children to experience economic, educational, cultural, and social hardships, leading to behavioral problems and social rejection. These shortcomings negatively impact a child’s overall development and can cause global learning delays. Schools should foster an attitude of integration and work to balance inequalities by addressing each child’s individual needs.
Intervention through play aims to teach habits and behaviors such as respect, collaboration, and tolerance.
Types of Behavior Problems and Recommended Actions
| Behavior | Recommendations |
|---|---|
| Aggressive, destructive, disobedient, or harassing | Recreational activities can neutralize negative energy. Handling and construction games help maintain attention. Dramatization games (e.g., playing house) allow children to acquire emotional and social behavior models. |
| Quiet, withdrawn, inhibited, or solitary | Encourage interaction. Help children who tend to play alone or alongside their peers to engage with others. Game corners provide opportunities to share experiences and expertise. Affective games foster affection. Collective and cooperative games promote social adaptation. |
| Hyperactive or very active | Outdoor games (e.g., biking) can release excess energy. Construction and manipulative play (e.g., with water or mud) that are not overly challenging can maximize success and enhance self-esteem. “Games to last” are also beneficial. |
| Low socialization or stimulation | Trips and excursions to nature and public places can provide enriching experiences and knowledge. |
| Immigrants | Children may face challenges related to language, culture, values, and customs. Multicultural and cooperative games can promote tolerance and sharing. |
| Children who have experienced abuse | These children may appear mature, display aggression, and misuse toys. Symbolic games can provide a normalized affective model. Create a supportive environment where they can express their fears and anxieties. |
Intervention in Cases of Disability
Educators should cooperate with and complement therapeutic interventions provided by psychologists and other professionals. They should also develop strategies to achieve educational objectives outlined in individualized programs. Consider the following:
- Understand each child’s capabilities and limitations.
- Tailor activities to maintain engagement and motivation.
- Test games beforehand to identify potential problems and find solutions.
- Choose age-appropriate games.
Recommendations for Specific Disabilities
| Disability | Recommendations |
|---|---|
| Hearing Impairment | Lack of stimuli can lead to isolation. Intervention should encourage interaction and adult presence. Educators should explain games clearly, using eye contact, vocalization, and gestures. Mirrors can help children observe their own gestures and sounds. Mobile games and puppets can facilitate language development. |
| Visual Impairment | Lack of interaction with the environment and a reluctance to explore can create barriers. Children with visual impairments may lose their perception of continuity and struggle to perceive colors and shapes. Peer and adult support is crucial during play. Create a safe environment, help children recognize objects and places, and position peers in consistent locations. Use standard objects, sounds, fragrant and soft materials, and manipulative games (e.g., pulling a rope to retrieve a toy). |
| Physical or Motor Disability | Children may lack the precision to reach and manipulate objects. The environment should be free of architectural barriers and safe, promoting both physical and mental well-being. Regulations require accessible spaces and objects. Use larger ordinary objects, rough materials, and adapted manipulatives. Provide alternative or augmentative communication for children with oral language difficulties. |
| Intellectual Disability | Stimulation is essential. Early and appropriate intervention can help children assimilate concepts and strategies. With proper education and support, they can lead fulfilling lives, integrate socially and vocationally, and avoid rejection and stigmatization. Educators can use play to build children’s confidence, security, and self-awareness. Psychomotor, affective, linguistic, and social games are essential for children under three. Language games, cooperative and participatory activities, and dramatic play are beneficial for children over three. |
Adaptation of Space and Resources
The objective is to address the diverse needs of children and achieve full and rapid normalization. Remove architectural, sensory, cultural, and academic barriers that hinder access to play. Consider the following organizational criteria:
| Area | Description |
|---|---|
| Adapting Areas | Organize classroom space based on individual or group characteristics. Ensure wheelchair accessibility and maximize furniture accessibility. |
| Adapting Time | Adjust activity schedules to accommodate children with difficulties. Encourage patience in other children. |
| Adapting Human Resources | Provide adequate staffing to support all activities. Tailor work methods to each child’s specific situation. |
| Adapting Material Resources | Select toys based on individual needs. |
Leisure Integration as Risk Prevention
Leisure education can facilitate the integration of children with diverse problems. The goal is to use free time to prevent social maladjustment. Passive or empty leisure activities can create imbalances.
Leisure Centers for People with Disabilities
| Center Type | Description |
|---|---|
| Centers Open to Everyone | These centers accept all children, regardless of disability, and adapt activities to their needs. Children with intellectual disabilities may participate more in regular activities than children with physical or sensory impairments. In some cases, the degree of disability may necessitate specialized centers. |
| Centers for Specific Disability Groups | These centers group children with similar disabilities with specialized professionals. They aim to maintain connections with other groups through parties and outings, promoting integration. |
| Special Schools for the Disabled | These centers provide a better alternative than staying home for children with disabilities. They offer technical assistance and specific support based on individual limitations. The goal is to normalize children’s experiences and avoid creating isolated environments. |
Games and Toys for All
Games for children with disabilities should be as standardized as possible, resembling those used by other children. When this isn’t feasible, adapt toys to suit individual limitations or use adapted toys designed for children with disabilities. All children should be familiar with these toys to promote cooperation, friendship, and patience.
Features of Adapted Games
| Disability | Features |
|---|---|
| Motor Disabilities | Easy-to-manipulate toys with large buttons and parts, adherent bases (magnets) to prevent displacement, and activities that don’t require rapid movements. |
| Sensory Disabilities | Toys that compensate for sensory deficits by increasing stimulation. For hearing-impaired children, use electronic devices with amplified sound effects. For visually impaired children, use toys with rich tactile and audio stimuli, large print, and contrasting colors. |
| Intellectual Disabilities | Toys adapted to cognitive levels without being infantilizing. A five-year-old with a mental age of two should have access to games appropriate for their chronological age. |
Where to Find Adapted Toys
Public and private agencies, foundations, and associations provide resources and support to children regardless of their disability. Resources include CEAPAT, UTAC-Sirius, and AIJU Toy Finder.