Perspectives and research on play for children with disabilities最新文献

{"title":"2 Empowering and enabling play in differing settings","authors":"C. Schulze, H. F. Methúsalemsdóttir, H. Lynch, N. Jones, Ursula Winklhofer, C. Barron","doi":"10.1515/9788395669613-004","DOIUrl":"https://doi.org/10.1515/9788395669613-004","url":null,"abstract":"","PeriodicalId":121451,"journal":{"name":"Perspectives and research on play for children with disabilities","volume":"249 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124743225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"3 Studies On Play For Children With Disabilities: Exploring The Interdisciplinary Approach","authors":"Nicole Bianquin, Fabio Sacchi","doi":"10.1515/9788395669613-005","DOIUrl":"https://doi.org/10.1515/9788395669613-005","url":null,"abstract":". Play is considered one of the main activities carried out by children. It is characterized by several aspects, interconnected and investigated by researchers belonging to heterogeneous disciplinary fields. With the aim of grasping the interdisciplinary complexity around the topic of play for children with disabilities, the present systematic review was conducted. Scientific studies about play for children with disabilities were searched on three databases using key words and then the included papers were analysed through a specific reading form. The scientific fields of the journal containing the article included in the review, were retrieved using the classification system proposed by the SCImago (Science Citation Index) Journal & Country Rank (o SJR indicator), a public available portal that includes national scientific journals and indicators developed by the information contained in the Scopus database. Results highlight that the theme of play of children with disabilities is covered in a variety of scientific fields, belonging from medicine to human-computer interaction, and that the most represented scientific field of the studies where education and psychology. The scientific fields seem to reconfigure their percentages in relation to the characteristics ascribable to the different investigated disabilities.","PeriodicalId":121451,"journal":{"name":"Perspectives and research on play for children with disabilities","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123148510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Frontmatter","authors":"","doi":"10.1515/9788395669613-fm","DOIUrl":"https://doi.org/10.1515/9788395669613-fm","url":null,"abstract":"","PeriodicalId":121451,"journal":{"name":"Perspectives and research on play for children with disabilities","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132188678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"5 Usability and accessibility of toys and technologies for play for children with disabilities: Scoping review of guidelines and tools","authors":"Rianne Jansens, Andrea Bonarini","doi":"10.1515/9788395669613-007","DOIUrl":"https://doi.org/10.1515/9788395669613-007","url":null,"abstract":"Abstract. For creating play opportunities for children with disabilities toys, games, apps, robots, and other technological products are as important as for typically developing children. Above all the products have great potential for inclusive play. However, many anecdotes from clinical practice and data from research show the challenges in finding and choosing a suitable toy or technology, in evaluating these play objects on their usability and accessibility for given children, in designing and producing a toy usable for all children. This paper describes the scoping review carried out to investigate: (1) which guidelines and tools regarding usability and accessibility of toys and technologies for play for children with disabilities exist, (2) what is their possible use for different stakeholders involved in play for children with disabilities, (3) what are the strengths and the weaknesses of the guidelines and tools. For this review, sources identified by experts, different databases, and hand-made search results were considered, which yielded to a final set of 15 guidelines on usability and accessibility of toys and technologies for play for children with disabilities that was explored in detail. Each guideline was reviewed by two reviewers using the adapted AGREE II instrument. The review resulted in the selection of 10 guidelines on usability or accessibility of toys and technologies, only 5 had a specific focus on play. For most of the guidelines the rigour of the development and the supporting evidence were not described. Further research and development is needed, as adults involved in play for children with disabilities need support in handling or creating the appropriate toys and technologies.","PeriodicalId":121451,"journal":{"name":"Perspectives and research on play for children with disabilities","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124435910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"1 Theoretical models for enabling play from a child-centred perspective","authors":"C. Barron, H. Lynch, A. Desoete, M. Coussens, Karen De Maesschalck","doi":"10.1515/9788395669613-003","DOIUrl":"https://doi.org/10.1515/9788395669613-003","url":null,"abstract":". This chapter focuses on the importance of the child’s and young person’s right to have a voice to ensure their play and recreational needs are identified, addressed and included in research, policy and practice in related to play and recreation. We examine both Article 31 of the UNCRC – the child’s right to play – and Article 12 – the child’s right to have their voice heard and given due weigh in any matter which concerns them. This is followed by a discussion of a sample of theoretical models which may help us as practitioners or parents to look at play and children with disabilities.","PeriodicalId":121451,"journal":{"name":"Perspectives and research on play for children with disabilities","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123288827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"7 Parents’ perspectives on the play of children with sensory disabilities: a comparative study","authors":"Mira Tzvetkova-Arsova, Anna Trosheva-Asenova","doi":"10.1515/9788395669613-009","DOIUrl":"https://doi.org/10.1515/9788395669613-009","url":null,"abstract":". This research is based on a questionnaire distributed to 20 families of children with sensory disabilities – 10 families of children with visual impairments and 10 families of children with hearing impairments. The main aim is to compare the parents’ perspectives and understanding of play, as well as their involvement, and to establish whether families of different groups of SEN children (with sensory disabilities) have different attitudes.","PeriodicalId":121451,"journal":{"name":"Perspectives and research on play for children with disabilities","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123411961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"6 Guidelines for parents, professionals, designers, makers and researchers on toys and technologies for play for children with disabilities: How to take usability and accessibility aspects into consideration?","authors":"Rianne Jansens, Andrea Bonarini","doi":"10.1515/9788395669613-008","DOIUrl":"https://doi.org/10.1515/9788395669613-008","url":null,"abstract":". Many toys, board or videogames, apps and even robots are nowadays available in many countries for play for children. However, a lot of these are not appropriate for children with disabilities. Instead of enabling play opportunities, frustration and withdrawal can be the case. Parents, siblings, therapists, teachers are often searching quite some time for the most suitable play object. Designers and engineers are interested in creating play objects with a universal design. Nevertheless, daily practices show challenges for these different persons involved in supporting children with disabilities’ play. As the review of scientific and grey literature presented in Chapter 5 gained only 10 guidelines on usability and accessibility of toys and technologies for play for children with disabilities and no tools for measuring usability or accessibility. Working Group 2 of the COST Action TD1309 “LUDI – Play for Children with Disabilities” has developed guidelines for taking usability and accessibility of toys and technologies for play for children with disabilities into consideration. The guidelines for parents, professionals, designers, makers and researchers have a pragmatic character and aim to support reflections and decision-making processes for choosing, adapting, designing or studying a toy or technology. The guidelines have references to the new gained knowledge about creating play for the sake of play opportunities and evaluating usability and accessibility of play tools. Further evaluation of the presented guidelines is needed to support the adults in their efforts creating play opportunities for children with disabilities. process, the inter-professional cooperation with users or their representatives, the importance of qualitative and quantitative user experiences’ evaluations in different phases.","PeriodicalId":121451,"journal":{"name":"Perspectives and research on play for children with disabilities","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122421667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"4 Children with and without disabilities in disasters. A narrative overview of play-based interventions into the humanitarian programmes and researches","authors":"M. Giraldo","doi":"10.1515/9788395669613-006","DOIUrl":"https://doi.org/10.1515/9788395669613-006","url":null,"abstract":"The scientific literature (mainly psycho-pedagogical) on the child’s play is immense and epistemologically recognized, but the same cannot be said about the use of play in emergency situations (natural, humanitarian, social, political). Few researches exist on this subject, especially focused on children with disabilities. The paper analyses the situation of children (with and without disabilities) in natural and man-made disasters and of the attention given to this vulnerable population within academic researches and humanitarian programmes. Then, this article reflects on the pedagogical value of the role and the use of play in crisis situations for all the children. In particular, starting from a narrative review of the academic literature and research in area, it aims at proposing a preliminary overview of the different play-based interventions promoted worldwide in such emergencies.","PeriodicalId":121451,"journal":{"name":"Perspectives and research on play for children with disabilities","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124400528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"8 Inclusive Play and Disability in Early Childhood Education and Care Services. The Experiences of Italian Practitioners","authors":"Daniela Bulgarelli","doi":"10.1515/9788395669613-010","DOIUrl":"https://doi.org/10.1515/9788395669613-010","url":null,"abstract":"Italian mainstream Early Childhood Education and Care (ECEC) services are characterized by their inclusive approach. The current study aimed at collecting the educators’ experiences in promoting inclusion in everyday activities with children with disabilities in nursery schools, using a questionnaire specifically designed for this purpose. The main goal was describing the strategies practitioners used to foster inclusive play and the difficulties they faced in preventing or overthrowing the barriers to participation in play. A deductive content analysis was performed on the answers to two open questions, to investigate the themes of types of play, adult’s role in supporting play and didactic strategies to promote inclusive play. The role of toys as barriers or facilitators to play and the perceived need for training about the theme of play for children with disabilities were also reported. 8.1 Italian inclusive child care services: education for all In Italy, since their birth, children with disabilities can enter mainstream Early Childhood Education and Care (ECEC) services. The nursery school (called nido d’infanzia) for children from 0 to 3 years of age was established in 1971 by the Law n. 1044: it was a municipal facility, supported also by national funding. The law explicitly stated that the nursery school was meant to take care of the children, to support the families and to facilitate the labour market entry of mothers; moreover, it aimed at involving qualified professionals, and at fostering children’s harmonious development. In 1992, the Law n. 104 aimed at regulating the school integration of persons with disabilities; in this document, the nursery school was part of the educational system in which persons with disabilities could be included since their birth. Thus, the nursery school was mainly conceived as a crucial means to guarantee every child’s full cognitive, affective, social and relational development. Compared to the situations in other European countries, the Italian legislation about inclusive education for very young children with disabilities was ground-breaking and anticipated similar trends that emerged later in other countries.31 31 Interesting sources of information about legislation and policy regarding young children with disabilities in Europe are retrievable on the website of the European Agency for Special Needs and 168 Inclusive Play and Disability in Early Childhood Education and Care Services Recently, in 2015, the Law n. 107 reformed the structure of educational services and established an integrated system for children from 0 to 6 years, that aimed to guarantee equal opportunities of education, relationships and care for all children and to conciliate parents’ life and work duties. Nevertheless, currently, the facilities in Italy are still split into services for children up to 3 years of age and children between 3 and 6 years. Three types of service are available for children up to 3 years (Bulgarelli, 2","PeriodicalId":121451,"journal":{"name":"Perspectives and research on play for children with disabilities","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125860590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"9 Contributors","authors":"","doi":"10.1515/9788395669613-011","DOIUrl":"https://doi.org/10.1515/9788395669613-011","url":null,"abstract":"","PeriodicalId":121451,"journal":{"name":"Perspectives and research on play for children with disabilities","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128049999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}