Play in Children with Severe Multiple Disabilities: Play with toys - a review

Brodin, Jane

doi:10.1080/103491299100704

Cited by 51 publications

(30 citation statements)

References 7 publications

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“…Research studies point out that very central aspects must be emphasized concerning children with disabilities, who often have few possibilities to make an independent choice (Brodin, 1999). To a great extent, it is the parents, the educators and other adults in the child's everyday life who make choices for the child.…”

Section: Discussionmentioning

confidence: 99%

“…On the one hand, ICT was expected to solve many problems in the world of working life and school, not least for those who had intellectual limitations and reading and writing difficulties (Andersson, 2001;Brodin, 1999Brodin, , 2000Lindstrand, Sirén and Brodin, 2001). On the other hand, many people have been ambivalent to the new technological possibilities.…”

Section: Introductionmentioning

confidence: 99%

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What about ICT in special education? Special educators evaluate information and communication technology as a learning tool

Brodin¹,

Lindstrand²

2003

European Journal of Special Needs Education

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The focus in this study is special educators working with children with disabilities and in need of special support and their relation to information and communication technology (ICT). The study is an evaluation of a National State Programme intended to train special educators in the field of ICT. The study is based on a questionnaire answered by 618 special educators, and interviews with 20 educators and 10 headteachers. The results from the study show that there is a great need of education in the ICT field and that the lack of time and financial resources affect the work in the school. The training programme focused on difficulties in reading and writing, although most of the teachers desired a more general knowledge about children with disabilities. It also appears that the knowledge within this area of special education is mainly based on how these practitioners understand their own work. New thinking and innovations in the area are judged, accepted or rejected on the same basis. The headteachers lacked knowledge about the training and were not engaged in this special effort, although they are responsible for the development of the school. One conclusion is that technology was stressed more than the pedagogy. Downloaded by [Uppsala universitetsbibliotek] at 16:16 18 November 2014

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

What about ICT in special education? Special educators evaluate information and communication technology as a learning tool

Brodin¹,

Lindstrand²

2003

European Journal of Special Needs Education

Self Cite

View full text Add to dashboard Cite

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“…Play in itself can also be expected to have different characteristics for children with disabilities who, compared to children without disabilities, appear to be more dependent on caregivers to set up play activities and to provide support during play; this, in turn, might change the role of a communication partner and thus the communicative interaction pattern (Brodin, 1991(Brodin, , 1999Frant Hecht et al, 1993;Malone & Langone, 1999). This dependence on an adult is likely to influence the degree of structure imposed on play activities, often with the adult focusing on using the play to further a child's development in certain skills.…”

Section: Introductionmentioning

confidence: 98%

The Use of Communicative Functions among Pre-school Children with Multiple Disabilities in Two Different Setting Conditions: Group Versus Individual Patterns

Olsson¹

2005

Augmentative and Alternative Communication

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In this study, the use of communicative functions of nine pre-school children with severe multiple disabilities who interacted with pre-school staff in two different play setting conditions was investigated. The main purpose was to determine the extent to which the rate of use of different communicative functions was related to (a) individual-specific characteristics, and (b) environmental setting characteristics. Data were analyzed according to a three-tiered method of analysis, with group results combined with patterns that were unique to individuals. The results indicated that the relationships between the rate of use of communicative functions and individual-specific characteristics were weaker than the relationships between rate of use of communicative functions and setting characteristics, which were found to be very strong. The results also revealed that children with similar individual characteristics could display quite different rates as well as different patterns of use of communicative functions.

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“…Piaget, çocuğun oyun gelişiminde kendi aktivitesi ve yakın çevresine vurgu yaparken Vygotsky ve Winnicott sosyal etkileşimlerine vurgu yapmaktadırlar (Brodin, 1999). Erik Erikson'a göre çocuk, gerçekleştirilmez hayalî arzuları-nın farkına varır ve bunları oyun sayesinde hayalî düzeyde yürütür (Hirsh, 2004).…”

Section: Introductionunclassified

“…Yetersizliği olan ço-cukların bilişsel ve çevresel faktörleri, normal gelişim gösteren çocuklardan genellikle farklıdır (Brodin, 1999). Zihinsel işlevler bakımından ortalamanın iki standart sapma altında farklılık gösteren, buna bağlı olarak kavramsal, sosyal ve pratik uyum becerilerinde eksikleri ya da sınırlılıkları olan ve özel eğitim hizmetlerine ihtiyaç duyan bireyler, zihinsel yetersizliği olan bireylerdir (MEB, 2011;Özel Eğitim Hizmetleri Yönetmeliği, 2006;Swith, 2013).…”

Section: Introductionunclassified

Zihinsel Yetersizliği Olan Çocuklar ve Oyun Ortamında Akran Etkileşimi

Saka¹,

Özyürek²

2017

kalem

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ÖzBu çalışmada, hafif zihinsel yetersizliği olan bir çocuğun tek başına ve normal gelişim gösteren ve zihinsel yetersizliği olan akranları ile etkileşim halinde iken tercih ettiği oyun davranışlarını değerlendirmek amaçlanmıştır. Çalışmada nitel araştırma deseni kullanılmış, bir kişinin davranışı hakkında detaylı bilgi vermeye yönelik vak'a ça-lışması yapılmıştır. Veriler gözlem metoduyla elde edilmiştir. Çalışma grubunu 11 yaşındaki zihinsel yetersizliği olan 1 çocuk ile akran etkileşiminin görülebilmesi için 2 normal gelişim gösteren (1 kız, 1 erkek) ve 2 zihinsel yetersizliğe sâhip akranı (1 kız, 1 erkek) oluşturmuştur. Gözlem sonuçları için içerik analizi yapılmış ve elde edilen bulgular temalar hâlinde sunulmuştur. Sonuç olarak, hafif zihinsel yetersizliği olan çocuk tarafından oyun merkezi olarak daha çok blok merkezinin tercih edildiği görülmüştür. Sosyal oyun davranışı olarak birlikte oyun oynama davranışı görülmüş, çocuğun kız veya erkek ayrımı olmaksızın akranları ile etkileşimde bulunmayı tercih

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Play in Children with Severe Multiple Disabilities: Play with toys - a review

Cited by 51 publications

References 7 publications

What about ICT in special education? Special educators evaluate information and communication technology as a learning tool

What about ICT in special education? Special educators evaluate information and communication technology as a learning tool

The Use of Communicative Functions among Pre-school Children with Multiple Disabilities in Two Different Setting Conditions: Group Versus Individual Patterns

Zihinsel Yetersizliği Olan Çocuklar ve Oyun Ortamında Akran Etkileşimi

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