Transcript Learning Through Play

Increasing Opportunities for Play…
Let’s Play! Projects
University at Buffalo
Center for Assistive Technology
Website: http://letsplay.buffalo.edu
Susan Mistrett
[email protected]
(716) 829-3141
Let’s Play! Projects
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US Dept of Education funding since 1995
Focus on play needs of families with children
with disabilities
Provide research & education to parents,
caregivers and professionals who work with
these families
Collaborate with play organizations + toy
manufacturers to design toys with Universal
Design features
What We Want for ALL Children
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Opportunities to play
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Safe spaces to play together
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Physical and social access
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Adults that understand & value play
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Design for better participation
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Toys that can be used by everyone
Inclusive Play Opportunities
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Playing with peers increases awareness
for parents and professionals of typical
developmental expectations
Observing children at play provides
strategies in toy use and therapy
integration in natural activities
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Eliminate isolate activities: “stairs to
somewhere”
Let’s Start with Universal
Community Play Spaces
Access for All
Physical Access- guaranteed!!!
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ADA Playground Access Guidelines Promote
integration; eliminate barriers
Public & Private play areas
 Parks, restaurants, day care centers
Physical access features and routes of travel
 Ground level play
 Elevated play areas
Safety
 Surfaces: maneuvering
Purpose: offer like experiences
Playing Together:
Accessible Equipment
Wheelchair platform
swings (Abilitations)
Sway Fun’
(Landscape Structures)
Provide both common
and like experiences
Play Spaces: Expanding “Access”
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Designed for common play
 Physical & Social Access
 Social development,
communication
 Natural play groups
Offers a variety of play
spaces
Fun + accessible for all
(including adults!)
Boundless Playgrounds - CT
Inside + outside spaces
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Independent,
self-directed play
for ALL kids
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Cozy +
gathering spaces
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Motivating, novel
materials
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Intuitive design
Indoor open-ended activities…
Explore & More (Buffalo, NY)
Center for Creative Play
(Pittsburgh, PA)
Safe, active,
integrated
family play
Accessible Playground
Resources
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The National Center on Accessibility
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The National Recreation and Park Association
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Play Designs: Accessibility Guidelines
Worksheet
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Center for Creative Play
http://www.center4creativeplay.org/
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Boundless Playgrounds
http://www.boundlessplaygrounds.com/
Increasing Opportunities for
Play Throughout the Day
Assistive Technology
Solutions
AT Supports
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Tools + strategies that support the
active participation of young children;
circumvent the barriers to play
AT can assist children to be “ready”
for play
AT can help families/caregivers create
supportive environments where
children can reach maximum
potential
AT Definition
“any item, piece of
equipment, or product
system, whether acquired
commercially off the shelf,
modified, or customized,
that is used to increase,
maintain, or improve
functional capabilities of a
child with a disability.”
Resource: where
AT can be located
Purpose: to
support active
participation
AT for Young Children 0-5
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Looks very different than AT for students
or adults
Focuses on development (not
rehabilitation)
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Young children are in a dynamic state of
change
Assessment is ongoing
Family/caregivers select, adapt and
evaluate AT choices
Resources
Assistive Technology Examples
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Commercial items:
“off the shelf”
Modifications to
commercial items
Customized
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Found in specialty
catalogs
Can “AT” be…
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Built-in features of toys and materials?
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“talking” books
curved spoon handles
Simple adaptations?
Natural materials?
When it is used to “increase, maintain, or
improve functional capabilities of a child
with a disability.”
Purpose
AT for Young Children
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Does “it” make it easier for the child
to “do” (eat, play, draw)
Does it provide the needed support
to increase what the child CAN do?
to put the child in control?
Consider using AT beyond physical access to
support social participation and developmental
progress
Assistive Technology Service
“any service that directly
assists a child with a disability
in the selection, acquisition, or
use of an assistive technology
device.”
AT Services
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Evaluation in the child's customary
environment
Acquisition of AT
Selecting, designing, fitting, customizing,
adapting, applying, maintaining, repairing,
or replacing AT
Coordinating/using with other services
Training for a child, her family, other
individuals
The Early Childhood Framework
… the selection and use of
flexible tools that focus on
concerns and supports to
increase a child’s independent
participation in
daily natural routines
Goal of the Framework
…to help collaborative early intervention
and preschool teams to create
Family + child-centered
Routine-useful
Activity-focused
AT systems
that foster increased participation
in daily activities
Participation Framework
NATURAL ENVIRONMENTS
Routine Activities
Participation in
Participation in
Communication
Movement
( listening, making
sounds)
( mobility,
positioning)
Participation in
Interaction with
Materials
(using utensils, toys,
crayons)
AT Wheel Review
Movement Supports
Positioning
Mobility
Positioning
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On Back
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On Tummy
Positions
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Sitting
Positions
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Standing
AT Mobility Supports for Play
Interaction with Materials Supports
Playtime Materials
Materials
Modifications
AT Communication Supports
Tech
Four
Communication Builder
Dynavox 4
Selecting AT
What does the child want to do?
Identify the separate activities
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What are the separate “activities”
within each play routine?
What’s happening now? How is the
child participating?
What would you like to see happen?
What support areas are indicated?
How will you know if the AT support
is successful?
Routines/
Activities
Bath Play
Outside Play
What is
Happening
Now?
What We’d Like
to See Happen
How Will We
Know When
We Have Been
Successful?
Interventions
Routines/
Activities
What is
Happening Now?
What We’d Like
to See Happen
How Will we
Know When We
Have Been
Successful?
Bath play
 get in+ out
 playing
 washing
He hates water
in his face. Not
sitting alone
(almost)- slides
under. Parent
needs to
support entire
time. Likes
balls; can grasp
To enjoy the
water; to be
able to play
more and have
fun.
He will sit with
less parental
support.
Toys will stay
within reach.
He will initiate
play.
Outside
Play
 Bubbles
 Sand Pit
 Go for a
Walk
Outside in an
umbrella
stroller. Likes to
go on walks, but
otherwise, sits
and watches the
other kids. Likes
bubbles + sand
play.
Be able to
choose
between 2
activities and
to participate
on some level.
He will:
• sit by himself
• Choose an
activity
• use sand
tools, bubble
blowers
AT Solutions
Brainstorm AT
Solutions/Interventions
Considering AT options
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Start with what’s in the home; this often
empowers families to take charge of play!
Look for items that are flexible- that can
be used in more than 1 way in different
routine activities
Items that respond to the child’s sensory
preferences and current access abilities
Offer a range of choices
Combine with other supports and
interventions; AT may not be the answer
at all!
Environment ______________________________
Routine
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Activity
__________________________
Areas to Consider
Movement Supports
(positioning + mobility)
Interaction with Materials Supports
Communication Supports
Environment: Bathroom
Routine
bathtub
Activity
playing with bath toys
Areas to Consider
Movement Supports
(positioning + mobility)
Bath seat with suction feet.
Interaction with Materials Supports
Bath toys: foam shapes (stick and reach
on sides of tub) and floating ring/,
squeeze toys; pool noodle carved for
batting. Bath mitt, mounted hoop.
Container ring to keep toys in reach.
Communication Supports
Laminated body part symbols +
communication symbols (“more”, “all
done”, “my turn”, “look!”, I want the ball,
squeezies”) taped on tub side foam pieces.
Environment: Outside - back yard
Routine
sandbox
Activity
sand play
Areas to Consider
Movement Supports
Bath seat or booster seat placed in
sandbox for support.
Interaction with Materials Supports
Built up handles on shovel, rake; Velcro
cuff, scoopers with no handle, measuring
cups; large bucket to bring sand up to him;
dump truck for filling + dumping.
Communication Supports
Use laminated picture symbols from bath
play; add “dump truck, shovel, pail”
Environment: Outside - back yard
Routine
Activity
Bubbles
Areas to Consider
Movement Supports
Any supportive seating or standing system
(stroller, exersaucer) where hands are
free
Interaction with Materials Supports
Switch adapted commercial bubble maker,
special bubble machine, bubble solution.
Communication Supports
Use laminated picture symbols from bath
play; add “here come the bubbles”, “catch
them”.
BIGMac with “More, make more bubbles”
recorded.
Selecting AT:
Guidelines for Professionals
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Actively listen to parents
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Identify family preferences
and routines
Offer variety of AT options
Emphasize parent
perceptions of AT needs
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Focus on one AT item at a
time; let family use it with
the child
Suggest strategies for
use; encourage new ideas
Provide ongoing support;
AT as dynamic solutions
Check Sheet
Review
Many Professionals + Parents
do not maximize the Power of Play
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Cultural perceptions of play
Don’t know how to “fit” play into existing
systems
Not adept at applying play stage
information to children with disabilities
Cannot provide the variety of play
opportunities that typical children
experience
1 Toy + 1 Switch = Play
Let’s begin by Selecting Materials
for Interaction – TOYS!
What to Look for…
How to adapt…
Ways to play…