משחק חשוב להתפתחותם של ילדים, והוא מסייע לפיתוח מלוא יכולותיהם של ילדים עם מוגבלויות. LUDI היא רשת פן-ארופאית שבה נציגים מ - 27 מדינות מקיימים פעילות משותפת שמטרתה מחקר משחקים לילדים עם מוגבלויות. בהרצאתו מתאר פדרו אנקארנקאיו את מבנה הרשת, חשיבותה ופעילותה.
2. In memory of
Dr. Gert Jan Gelderblom
Presented at the
6th International Conference on Disabilities –
“Unity and Diversity in Action”
Tel-Aviv, June 8, 2015
“LUDI”- Technology and Play for
Children with Disabilities
3. IROMEC - Interactive RObotic
social MEdiators as
Companions
Social Robots in Care:
from experiment to
care practice
Zuyd University of Applied
Sciences, research group
Technology in Care.
Acceptable robotiCs
COMPanions for AgeiNg Years
AAATE: president-elect, editor of the AAATE
journal
International Conference on
Social robots in Therapy and Education
4. ”……trusted and reliable colleague,
collaborative and effective senior researcher,
active promoter…..
….he has distinguished himself … for his
leadership and effective mediation skills, as well
as for his acute synthesis ability and talent to
give impulse to the work…..”
Prof. Serenella Besio
Chair of the COST Action
LUDI
5. LUDI – Play for Children with Disabilities
COST Action TD 1309
2014-2018
Pedro Encarnação
pme@ucp.pt
6. +
COST IS…
The longest-running European
framework supporting trans-
national cooperation
COST does not fund research itself,
but provides support for networking
activities
8. WHY THIS RESEARCH
THEME?
Play is the most
important engine
of the child’s
development
Play is also the
most important
context to
establish
friendships and to
feel included in the
peers’ group
In the case of children
with disabilities,
although they have some
kind of impairment, they
remain undoubtedly, first
of all, children
There is no reason that in
this case play can be
considered less important
than for other children
9. BUT…
The child with some kinds of impairment can meet
difficulties in playing
Parents, professionals, teachers in this case are
mainly interested in addressing rehabilitative
objectives while other aspects of the “normal”
life are confined to the background
Often these children’s parents are worried,
anxious and are not able to play with them: they
simply don’t know which toys they can offer or
buy, how they can propose a play activity
10. AND…
The child’s development may suffer a
slowdown or an arrest when he/she
cannot play or is deprived of play
The lack of play experiences in inclusive
ludic contexts can provoke serious
limitations to the development of social
abilities
11. FOR THESE REASONS WE HAVE
BUILT A TRANSDISCIPLINARY
NETWORK
Because play of children with disabilities
should be studied at the crossroads of many
scientific disciplines
Because it involves the awareness and the
collaboration of toy and game companies,
technology developers, educators, teachers,
rehabilitation professionals, medical doctors,
jurists, policy makers…
12. …. SOLUTIONS AT DIFFERENT
LEVELS
Tools and technologies: from the capacity to suitably
choose them to the possibility of modifying the design
process
Models and methodologies of intervention: from the
ability to involve the child in play activities to the
competence in building inclusive play contexts
Spreading information and knowledge, sharing good
practices, by involving stakeholders and associations
Increase in general awareness: changing policies,
attitudes and including more precisely the needs of
children with disabilities in Article 31 of the UN-CRC
13. LUDI ORGANIZATION
27 countries, 80+ persons
Four Working Groups
Management Committee
Core Group
Advisory Board
Two general meetings / year. Core Group meets also
between general meetings
15. POLICIES
PLAY CONTEXTS AND
RELATIONSHIPS
(ADULTS, PEERS)
Working Group 3
Contexts for play of children with
disabilities
RIGHTS Working Group 1
Working Group 4
Methods, tools and frameworks for
the development of the child with
disabilities’ play
TRAINING
MODEL
16. WG1: CHILDREN’S PLAY IN
RELATION TO THE TYPES OF
DISABILITIES
LUDI adopted Garvey’s definition: “Play is a range of
voluntary, intrinsically motivated activities normally
associated with recreational pleasure and enjoyment”
LUDI Classification of Types of Play
Cognitive dimension Social dimension
Practice Solitary
Symbolic Parallel
Constructive Associative
Games with rules
(including videogames)
Cooperative
17. WG2: TECHNOLOGY FOR THE
PLAY OF CHILDREN WITH
DISABILITIES
Technology for play: application of knowledge coming
from different scientific areas to develop devices,
services, strategies, and practices to support play
Development of a database collecting a vast number of
examples of technologies to support play
Examples of database records are:
the use of robots to promote and support play
descriptions of interventions to promote play or to
achieve a different functional goal through play
use cases of toys (designed for all or adapted)
description of the development of accessible playgrounds
18. WG3: CONTEXTS FOR THE
PLAY OF CHILDREN WITH
DISABILITIES
Literature review on the enablers and the barriers for
disabled children’s play at home, in educational
settings, in built and natural environments providing
A narrative account of research in this area
Identification of any research gaps or avenues for further
research into barriers and enablers to play for disabled
children
Barriers identified include: physical, attitudinal,
economic and political
19. WG4 : METHODS, TECHNOLOGY AND
FRAMEWORKS FOR THE
DEVELOPMENT OF THE CHILD WITH
DISABILITIES’ PLAY
Bibliographic search revealed a limited number of
studies addressing children with disabilities needs in
relation to play
A pilot survey is being conducted in Sweden, Finland
and Lithuania
The survey will be replicated in more European
countries aiming at characterizing the users’ needs in
relation to play in Europe
20. LUDI LONG TERM GOALS...
Collect and systematize existing knowledge on play for
children with disabilities
Provide guidelines / design rules for technology to
support play for children with disabilities
Disseminate best practices and effective intervention
models
Develop training methodologies for intervention and
interdisciplinary action to support play for children with
disabilitiesRaise
awareness to
the
im
portance
of play for
children
with
disabilities
21. PLAY FOR CHILDREN
WITH DISABILITIES
www.ludi-network.eu
Chair: Serenella Besio (s.besio@univda.it)
Vice-chair: Pedro Encarnação (pme@ucp.pt)
There are calls for proposals. Accepted proposals become European Actions. People in COST countries are informed about the current Actions and can contact the COST National Coordinators and apply to join an Action. Evaluation method is decided by each national COST office.
Play is the most prevalent activity in childhood and it’s instrumental for child development. It should also be like this for children with disabilities!
Play deprivation: direct forms, as a consequence of the child limitations, secondary forms, since no alternative ways of playing are provided.
Often parents see play as something to do if there’s time to do it. And if it is hard to find time with typically developing children, it is an increased challenge with children with disabilities.
Less opportunities for play will compromise development, will give children less opportunities to demonstrate their knowledge, will decrease adult’s expectations, will lead to less opportunities to play... We need to break this vicious cycle!!
Many toys require:
Fine motor skills (e.g. Lego bricks; playgrounds) -> children with motor impairments
Cognitive skills (e.g., games with rules) -> children with cognitive impairments
Social interactions (e.g., dolls) -> children with ASD
Being able to see and hear -> children with sensory limitations
LUDI because this issue needs to be addressed from a multi- and trans-disciplinary perspective, involving toy and game companies, technology developers, parents, educators, rehabilitation professionals, jurists, policy makers.
And solutions need to be found at different levels: technologies should be accessible and parents and therapists should know about them, models and methodologies for play for play-sake interventions should be developed, information should be disseminated and awareness to the importance of play should be raised (this is also important for typically developing children...)
The work as been divided by 4 Working Groups
WG4 will build on the knowledge gathered by all other WGs to propose a training model for rehabilitation professionals on play for children with disabilities
Current status of the work...
The choice of this definition is consistent with the decision of leaving the so-called play-like activities out of the focus of the research. A much deeper attention is dedicated to the “play for play’s sake” activities, too often lacking proper recognition as one of the primary needs in the case of children with disabilities.
A detailed analysis of literature suggested that types of play can be organized around two main clusters, one corresponding to the cognitive complexity implied by the different types of play, and the second one to the degree and type of social interaction in which the child is involved while playing.
In the long term the database will not only represent an overview of the play systems available, but also an interactive guide that will allow for each record included in the database an exploration of the following characteristics: the most meaningful use cases, the outcomes and the methodologies chosen to assess the effectiveness of each technology. The information contained will be useful for parents, educators or clinicians that are looking for technology to support play for a particular child, as well as to researchers and developers that want to have an overview of the current applications. The database will also collect technology for play-like activities, as these examples can contribute to knowledge transference between different fields of interest, thus fostering new ideas for creating and implementing purely ludic activities.
The database will be available at the LUDI website. Everyone is invited to contribute.
WG1 first deliverable will be a report on the barriers to play within four key contexts: the home, educational settings, the built environment and the natural environment. This report will be based upon a narrative review of key literature related to these topics. The sort of barriers we have identified include: physical, attitudinal, economic and political. Our next step is to explore what is known about facilitating, or enabling play for children with disabilities within these same four contexts.