Title: Guidelines for supporting children with disabilities' play Methodologies, tools, and contexts
Type of the resource: Book/Booklet
Funded by: European Commission, European Science Foundation, European Cooperation of Science and Technology
Authors: Encarnação, Pedro / Ray-Kaeser, Sylvie / Bianquin, Nicole
Type of disability: ALL TYPES
Target education level: General
Language(s): English
IPR:
OER:
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
Research and intervention in play for children with disabilities. He objectives of these ‘Guidelines for supporting children with disabilities’ play’, are
a) Develop an understanding of what is play and its importance for child development (Chapter 1);
b) Identify specific play challenges in different disability groups (Chapter 2);
c) Raise awareness on play as a right for every child and on the barriers that children with disabilities may face when exercising their right to play (Chapter 3);
d) Provide tools for assessing children’s play (Chapter 4);
e) Discuss methodologies for adults to facilitate children with disabilities’ play (Chapter 5);
f) Guide adults when considering assistive technology to support play and when selecting toys, physical or digital games, or play-spaces for their children (chapters 6 to 9);
g) List the key ideas around children with disabilities’ play (Chapter 10); and
h) Enumerate a vast series of resources where one can find more information on play for children with disabilities (Chapters 11).
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
COST is the longest-running European framework supporting trans-national cooperation among researchers, engineers and scholars across Europe. It funds pan-European networks, called ‘COST Actions’, of scientists and researchers across all science and technology fields. The COST Action TD1309 | Play for Children with Disabilities (LUDI) (2014-2018, www.ludi-network.eu | www.cost.eu/td1309) is a network involving more than 100 persons from 32 European countries, including all the groups listed above, working towards the creation of a novel and autonomous field of research and intervention on play for children with disabilities.
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
The specific purpose of this learning recourse is to provide guidelines for supporting children with disabilities' play
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
The work of the LUDI network, established and funded by COST in 2014, is underpinned by a commitment to the right of children and young persons with disabilities to recreation and play, as stated in international Conventions on the Rights of the Child and Rights of Persons with Disabilities.The authors come from different disciplinary backgrounds, in Sociology, Social Policy, Anthropology, Occupational Health and Education and bring different concerns to this review. They are united, however, in their adoption of a rights-based perspective.
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
The network has three main objectives: a) collecting and systematizing all existing competence and skills: educational researches, clinical initiatives, know-how of resources centers and users’ associations; b) developing new knowledge related to settings, tools and methodologies associated with the play of children with disabilities; c) disseminating the best practices emerging from the joint effort of researchers, practitioners and users.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
This e-book learning recourse is divided into 11 Chapters: 1. What is play?
2. Do children with disability play?
3. What barriers to play do children with disabilities face?
4. Are our children playing?
5. How can I as an adult facilitate play?
6. What assistive technologies exist that facilitate play?
7. Which toys and games are appropriate for our children?
8. Which digital games are appropriate for our children?
9. Which play-spaces are appropriate to our children?
10. Take home messages.
11. Information resources on play for children with disabilities
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Equipment: PC and Internet access
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
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