Increasing Opportunities for Play… Universal Play Spaces Assistive Technology Supports

Increasing Opportunities for Play…

Universal Play Spaces

Assistive Technology Supports

Let’s Play! Projects

University at BuffaloCenter for Assistive Technology

Website: http://letsplay.buffalo.edu

Susan Mistrettmistrett@buffalo.edu

Let’s Play! Projects

• 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• Opportunities to play

• Safe spaces to play together– Physical and social access

• Adults that understand & value play

• Design for better participation– Toys that can be used by everyone

Inclusive Play Opportunities

• 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

– Eliminate isolate activities: “stairs to somewhere”

Universal CommunityPlay Spaces

Access for All

Physical Access- Guaranteed!!!

• 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: maneuvering surfaces• Purpose: offer like experiences

Playing Together: Accessible Equipment

Sway Fun’ (Landscape Structures)

Wheelchair platform swings (Abilitations)

Provide both common and like experiences

Play Spaces: Social “Access”

• 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!)

• Inside + outside spaces Boundless Playgrounds - CT

• Independent, self-directed play for ALL kids

• Cozy + gathering spaces

• Motivating, novel materials

• Intuitive design

Indoor Open-ended Activities…

Explore & More (Buffalo, NY)

Center for Creative Play

Safe, active, integrated family play

(Pittsburgh, PA)

Accessible Playground Resources

• The National Center on Accessibility

• The National Recreation and Park Association

• Play Designs: Accessibility Guidelines Worksheet

• Center for Creative Play http://www.center4creativeplay.org/

• Boundless Playgrounds http://www.boundlessplaygrounds.com/

Assistive Technology Solutions

Increasing Play Opportunities Throughout

the Day

AT Supports

• 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)• Looks very different than AT for students or adults• Focuses on development (not rehab)

– Young children are in a dynamic state of change

• Assessment is ongoing• Family/caregivers play a primary role to select,

adapt and evaluate AT choices

Assistive Technology Examples

• Commercial items: “off the shelf” (Boppy)

• Modifications to commercial items

(non-slip material)

• Customized: Found in specialty catalogs (floor table, touch activated toy)

Resources

Can “AT” Be…

• Built-in features of toys and materials?– “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.”

AT for Young Children

• 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

Purpose

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

• 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 participationin daily activities

NATURAL ENVIRONMENTS

Routine ActivitiesParticipation in

Movement( mobility,

positioning)

Participation in Interaction with

Materials(using utensils, toys, crayons)

Participation in Communication( listening, making

sounds)

Participation Framework

AT Wheel Review

Movement Supports

PositioningMobility

• On Back• On Tummy

Positioning

Positions

• Sitting

Positions

• Standing

AT Mobility Supports for Play

Interaction with Materials Supports

Playtime Materials

Materials

Modifications

Stabilize with non-slip material

Add knobs to puzzle pieces.

AT Communication Supports

Communication Builder

Dynavox 4

Tech Four

Selecting AT

What does the child want to do?

Identify the Separate Activities

• 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

What is Happening

Now?

What We’d Like

to See Happen

How Will We Know When We

Have Been Successful?

Interventions

Bath Play

Outside Play

Routines/Activities

What is Happening

Now?

What We’d Like to See

Happen

How Will we Know When

We Have Been

Successful?

AT Solutions

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

Brainstorm AT Solutions/Interventions

Considering AT options

• 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!

Areas to Consider

Movement Supports(positioning + mobility)

Interaction with Materials Supports

Communication Supports

Environment ______________________________Routine ______________________________Activity __________________________

Areas to Consider

Movement Supports(positioning + mobility)Bath seat with suction feet.

Interaction with Materials SupportsBath 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 SupportsLaminated body part symbols + communication symbols (“more”, “all done”, “my turn”, “look!”, I want the ball, squeezies”) taped on tub side foam pieces.

Environment: BathroomRoutine bathtubActivity playing with bath toys

Areas to Consider

Movement SupportsBath 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 SupportsUse laminated picture symbols from bath play; add “dump truck, shovel, pail”

Environment: Outside - back yardRoutine sandboxActivity sand play

Areas to Consider

Movement SupportsAny supportive seating or standing system (stroller, exersaucer) where hands are free

Interaction with Materials SupportsSwitch adapted commercial bubble maker, special bubble machine, bubble solution.

Communication SupportsUse laminated picture symbols from bath play; add “here come the bubbles”, “catch them”.BIGMac with “More, make more bubbles” recorded.

Environment: Outside - back yardRoutine Activity Bubbles

Selecting AT: Guidelines for Professionals

o Actively listen to parents

o Identify family preferences and routines

o Offer variety of AT options

o Emphasize parent perceptions of AT needs

• 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 + parentsdo not maximize the power of

play • 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…