Play development in children with disabilties

Besio, Serenella; Bulgarelli, Daniela; Stancheva-Popkostadinova, Vaska

doi:10.1515/9783110522143

Cited by 33 publications

(26 citation statements)

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“…On the basis of the goals established in the IPPA baseline form, we can conclude that in the field of rehabilitation and special education, play is being used to achieve therapeutic and educational goals (play-like activities), and not play for play’s sake. Endeavouring for play for play’s sake, on the basis of the ideas of the LUDI network, is an interesting concept ( Besio et al , 2017 ). LUDI comes from the Latin word ludi, which refers to play or games.…”

Section: Discussionmentioning

confidence: 99%

Robot ZORA in rehabilitation and special education for children with severe physical disabilities: a pilot study

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2017

International Journal of Rehabilitation Research

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The aim of this study was to explore the potential of ZORA robot-based interventions in rehabilitation and special education for children with severe physical disabilities. A two-centre explorative pilot study was carried out over a 2.5-month period involving children with severe physical disabilities with a developmental age ranging from 2 to 8 years. Children participated in six sessions with the ZORA robot in individual or in group sessions. Qualitative and quantitative methods were used to collect data on aspects of feasibility, usability, barriers and facilitators for the child as well as for the therapist and to obtain an indication of the effects on playfulness and the achievement of goals. In total, 17 children and seven professionals participated in the study. The results of this study show a positive contribution of ZORA in achieving therapy and educational goals. Moreover, sessions with ZORA were indicated as playful. Three main domains were indicated to be the most promising for the application of ZORA: movement skills, communication skills and cognitive skills. Furthermore, ZORA can contribute towards eliciting motivation, concentration, taking initiative and improving attention span of the children. On the basis of the results of the study, it can be concluded that ZORA has potential in therapy and education for children with severe physical disabilities. More research is needed to gain insight into how ZORA can be applied best in rehabilitation and special education.

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Section: Discussionmentioning

confidence: 99%

Robot ZORA in rehabilitation and special education for children with severe physical disabilities: a pilot study

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Lexis

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2017

International Journal of Rehabilitation Research

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“…to participate in intrinsically motivated activities, during which the child can make his/her own decisions about what to do, how to do it and when. Given that the possibility to freely explore the dimension of play for the sake of play is crucial for the child's relational, cognitive, affective and social development, LUDI wants to spread the message that children with disabilities need to be supported in their ludic experiences (Besio et al, 2017).…”

Section: Prefacementioning

confidence: 99%

“…Secondly, the Action brought on a scientific work that ended in the publication of four books. "Play development in children with disabilities" aimed to contribute to the creation of a common language on the topic, sharing the definition of types of play, reviewing the literature devoted to play and the use of toys in children with different disabilities (intellectual disabilities, hearing impairment, visual impairment, communication disorders, physical impairment, autism spectrum disorders and multiple disabilities) and reporting the contribution of occupational therapy, special education and early intervention on the ludic activities of children with impairments (Besio, Bulgarelli, & Stancheva-Popkostadinova, 2017). The book "Evaluation of children's play: Tools and methods" presented a review of instruments and procedures that were internationally available to assess play (Besio, Bulgarelli, & Stancheva-Popkostadinova, 2018).…”

Section: Fostering Play For the Sake Of Play For Children With Disabimentioning

confidence: 99%

Preface

Bulgarelli¹,

Besio²

2020

Perspectives and Research on Play for Children With Disabilities

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This book is one of the outcomes of the work conducted by several scholars and professionals belonging to the COST Action TD1309 "LUDI-Play for Children with Disabilities"1. LUDI was established in 2014 and financed until 2018, thanks to COST-European Cooperation in Science and Technology, an intergovernmental organisation that supports research and innovation networks. LUDI was characterised by the multidisciplinary contribution of more than 100 members living in 32 countries: they were researchers and practitioners in the fields of psycho-pedagogical sciences, health and rehabilitation sciences, humanities, assistive technologies and robotics, as well as representatives from end-users' organizations aimed at granting the right to play for every child, and specifically for children with disabilities. In fact, LUDI started from the awareness that children with disabilities still need support to fully experience play as a crucial activity. At an international level, play has been recognised as a right for everyone: the Convention on the Rights of the Child declares that: "1. States Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts. 2. States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity" (Article 31; United Nations, 1989). The Convention on the Rights of Persons with Disabilities reinforced this concept even more, by stating that: "States Parties shall take appropriate measures […] to ensure that children with disabilities have equal access with other children to participation in play, recreation and leisure and sporting activities, including those activities in the school system" (Article 30, clause 5d; United Nations, 2006). In 2013, pressure groups' activities in favour of the specific needs of children with disabilities lead to the release of the 'General Comment' on the Article 31 of the UNCRC by the United Nations Committee on the Rights of the Child. The comment highlighted the need to enhance the overall understanding of the importance of such article and to strengthen its application: children with disabilities are among those who require particular attention, given their difficulties in enjoying play on an equal basis with their peers.

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“…Following two previous publications, "Play Development in Children with Disabilities" (Besio, Bulgarelli & Stancheva-Popkostadinova, 2017) and "Barriers to Play and Recreation for Children and Young People with Disabilities. Exploring Environmental Factors" (Barron, Beckett, Coussens, Desoete, Cannon Jones, Lynch, Prellwitz & Fenney Salkeld, 2017), this book brings on the LUDI Network's reflection about play, reviewing the existing knowledge with respect to play evaluation and presenting tools and methodologies for the assessment of play.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of childrens' play

2018

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Play development in children with disabilties

Cited by 33 publications

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Robot ZORA in rehabilitation and special education for children with severe physical disabilities: a pilot study

Robot ZORA in rehabilitation and special education for children with severe physical disabilities: a pilot study

Preface

Evaluation of childrens' play

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