2 Do children with disabilities play?

Besio, Serenella; Stancheva-Popkostadinova, Vaska

doi:10.1515/9783110613445-006

Cited by 6 publications

(4 citation statements)

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“…Given the considerable increase in autism diagnoses, it is imperative to understand how this condition impacts various aspects of a child's life, including their play behavior and developmental progress. Play is a crucial part of a child's development, and its educational importance has been extensively studied (Besio and Carnesecchi, 2014;Weisberg et al, 2016;Gray, 2017;Besio, 2018). However, it is difficult to agree on a single definition of play, due to its complexity and significance (Sutton-Smith, 2009).…”

Section: Introductionmentioning

confidence: 99%

The what, where, who, why, which, and how of collaborative play involving autistic children in educational context: a contextual inquiry

Hijab,

Khattab,

Al Aswadi

et al. 2024

Front. Educ.

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IntroductionIn educational settings, autistic children often encounter barriers to engaging in collaborative play. Notably, play is an important component of a child’s development, and its pedagogical significance has been rigorously researched. This study endeavored to understand the dynamics of collaborative play among autistic children across various learning contexts, examining usual methodologies, associated challenges, and potential technological constraints influencing the collaborative play among autistic children.MethodsThe study was conducted in two diverse environments, an inclusive international school and a center for children with disabilities, both located in Qatar, and both with a significant population of autistic children. The data was gathered through a series of 45 interviews with a diverse group of proxies, including therapists, teachers, and parents. Furthermore, 48 observation sessions were conducted with the autistic children in both settings. The data from the interviews and observation sessions were analyzed using inductive reasoning to perform a thematic analysis.ResultsThe study elicited six key themes from the interviews, coined as ‘5 W-H’, which encompassed the aspects of who (Actor), where (Location), what (Tool), why (Purpose), which (Sense), and how (Process) in terms of how collaborative play was conducted. From the observation sessions, another four themes were derived, which centered on collaborative play, potential for collaboration, coordinated activity, and collaborative activity.DiscussionThe findings of this study provide valuable insights into the practice of collaborative play among autistic children, serving as a useful resource to guide future research agenda and educational practices. Understanding these dynamics can aid in developing more effective educational strategies and technologies to enhance the collaborative learning experiences of autistic children.

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Section: Introductionmentioning

confidence: 99%

The what, where, who, why, which, and how of collaborative play involving autistic children in educational context: a contextual inquiry

Hijab,

Khattab,

Al Aswadi

et al. 2024

Front. Educ.

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“…Bu durum çocukların dil öğrenimine pozitif etki yaptığı belirtildi. Yürütülen bu çalışmada ayrıca kullanılan insansı robotların eğitim seviyesine de ciddi katkı sunduğu da rapor edildi [10]. İnsansı robotların eğitimde kullanılan diğer metotlar ile karşılaştırılmasını inceleyen bir çalışmada, insansı robotların bilgisayar tabanlı öğrenme sistemlerinden daha başarılı olduğu rapor edildi.…”

Section: Giriş (Introduction)unclassified

“…Çalışma kapsamında geliştirdiğimiz insansı robot ile bazı Türk İşaret Dili ifadeleri başarıyla gerçekleştirildi. 10.17341/gazimmfd.902429 Anahtar Kelimeler: insan-robot etkileşimi, insansı robot, işaret dili, derin öğrenme Realization of some Turkish sign language expressions with humanoid robot H I G H L I G H T S …”

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İnsansı robot ile bazı Türkçe işaret dili ifadelerinin gerçekleştirilmesi

Gül

2023

Gazi Üniversitesi Mühendislik Mimarlık Fakültesi Dergisi

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Dünya genelinde 466 milyon Türkiye’de ise yaklaşık 1.5 milyon işitme ve konuşma engelli bireyin kendi aralarında ve diğer bireyler ile iletişimlerini sağlamak için kullandıkları dil işaret dilidir. El, yüz ve vücut mimikleri ile gerçekleştirilen bu dil, ülkeden ülkeye ve konuşulduğu ülkelerde ise bölgeden bölgeye değişiklik gösterebilen dinamik bir dildir. Bireyin daha küçük yaşta işaret dili öğrenmesi, bireyin hem bilişsel ve entelektüel gelişimi hem de akademik gelişimi açısından önemli olması bu dilin önemini gözler önüne sermektedir. Bu nedenle işaret dili öğrenimi konusunda teknolojinin kullanılmasına dönük geliştirilen bir dizi çalışma bulunmaktadır. Geliştirilen insansı robotların işaret dili öğreniminde başarılı bir şekilde icra edildiği kanıtlandı. Ülkemizde işaret dili öğrenimi üzerine geliştirilen herhangi bir insansı robotun bulunmaması ve bu alanda yapılan güncel çalışmaların literatürde yer edinmesi üzerine Türkçe İşaret Dili ifadelerini gerçekleştiren insansı robot çalışması yapıldı. Çalışma kapsamında insansı robotun geliştirme aşamaları detaylı bir şekilde tartışılmaktadır.

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“…An approximately new definition of play is "play for the sake of play." This definition emphasizes the essence of play for its value as the primary occupation of a child rather than its influences on children's skills and learning (9,10).…”

Section: Introductionmentioning

confidence: 99%

Pretend Play Therapy In-person Versus Online for Participation Improvement in Children with Attention Deficit Hyperactivity Disorder: Study Protocol for a Clinical Trial

Dabiri Golchin,

Mirzaie,

Hosseini

et al. 2023

Iran J Psychiatry Behav Sci

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Background: Attention deficit hyperactivity disorder (ADHD) is a common condition in children, affecting 10% of Iranian children. Attention deficit hyperactivity disorder affects many areas of children’s lives, especially their participation. The most important part of a child’s life is playing, which is affected by ADHD. Children with ADHD have difficulties in their playing. Play is a child’s work and the most critical occupation that a child has. However, there are a few bright protocols to improve play for the sake of play. Objectives: This protocol describes interventions to improve play in children with ADHD. Methods: This is a double-blind clinical trial in parallel groups of children with ADHD aged 4 to 6 years. Trained occupational therapists will deliver therapy in the clinic for eight weeks during 16 sessions of 45 minutes. A follow-up assessment will be done eight weeks after the last therapy session. Conclusions: According to the results of the trial, evidence will be provided about a bright and feasible protocol for occupational therapists to address the play of children with ADHD that can have significant effects on their quality of life, play skills, and participation.

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2 Do children with disabilities play?

Cited by 6 publications

References 0 publications

The what, where, who, why, which, and how of collaborative play involving autistic children in educational context: a contextual inquiry

The what, where, who, why, which, and how of collaborative play involving autistic children in educational context: a contextual inquiry

İnsansı robot ile bazı Türkçe işaret dili ifadelerinin gerçekleştirilmesi

Pretend Play Therapy In-person Versus Online for Participation Improvement in Children with Attention Deficit Hyperactivity Disorder: Study Protocol for a Clinical Trial

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