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Using the iPad to Provide Play Opportunities in Children with Disabilities
Summary
Play Experience by Assistive Technology for play
Devices, services & contexts for play with children with disabilities
Name of Play Experience by AT
Using the iPad to Provide Play Opportunities in Children with Disabilities
Type of project
Intervention
Finished research project
Ongoing research project
Summary
(~150 words: target group, aims, kind of activities, Play Experience by AT (devices, services and contexts) used, play experiences and results)
Most of the literature referencing the use of iPads for children with disabilities focuses on communication and education goals in which the apps and games are being used as a medium to develop and practice other skills in those areas. The iPad has many features that make it a wonderful tool for providing play opportunities for children with disabilities, most importantly that it adapts games to many children both from a motor and from a cognitive perspective. From a motor perspective, because the whole game takes place on a small screen and with very few touch gestures, children with fine motor difficulties are able to manipulate game pieces and engage in play that they may not otherwise be able to. For children with more severe motor difficulties the iPad can be placed in a mount and attached to switches allowing the games to be played by a simple press on a switch. The intuitive interface, the visual character of the display, and the immediate and significant auditory and visual feedback contribute to the high motivation we see in children to play games on the iPad. These characteristics seem to encourage children with intellectual disabilities to be interested in and motivated to play games that often don't encourage their interest in the comparable physical toy/game. We are using a variety of apps including cause and effect apps, role playing apps, app versions of board games, and others to promote play skills and provide play opportunities for children with motor and/or intellectual disabilities. There are many Most of the apps we use are apps designed for the typically developing population.
Play Experience by Assistive technology
Low-tech, high-tech products, services and contexts for play
Description, intended use(s), intended target group(s), manufacturer/developer, reference
The iPad is a touch screen tablet available in the regular market and intended for use by children and adults of all ages for a multitude of uses, including business, education, and leisure. It is manufactured by Apple, Inc. https://www.apple.com/ipad/ Among the typically developing population it is used for play by children of all ages. It is also considered a valuable device for the special needs population with major uses being for communication and learning. We believe it has incredible value in providing play opportunities as well.
Context
The context of use
(home, school, rehab center or other environments)
Used with children with multiple complex disabilities, in kindergarten and school settings servicing children ages 0-12. In the school setting we use the iPad in both individual and group sessions, exposing children to new apps, teaching them to play them, and demosntrating to the staff how to facilitate the child in play with the iPad. For children that have access to an iPad at home, parents are given guidance on what apps to use for play and how to use them. We provide app recommendations in a monthly newsletter that the teachers send home and we write a blog where we review relevant and interesting apps and how to use them to promote skill development and independence in many areas for children with disabilities. Examples of apps used include apps by Toca Boca, Helpkidzlearn, and Pepi Play; app versions of board games like connect 4, rush hour, Talking Tom apps and more...
Type of Play
Type of play in this play system
LUDI Classification of types of play
Cognitive Dimension
Practice
Symbolic
Constructive
Rule play (including videogames)
Social Dimension
Solitary
Parallel
Associative
Cooperative
Objectives
Objectives related to play according to ICF-CY
International Classification of Functioning, Disability and Health - Children & Youth Version (ICF-CY)
Play for the sake of play
Major life areas - d880 engagement in play
d8800 solitary play
d8801 onlooker play
d8802 parallel play
d8803 shared cooperative play
d8808 engagement in play, other specified
d8809 engagement in play, unspecified
Community social and civic life - d920 recreation and leisure time
d9200 play
Play-like activities
Therapeutic and educational objectives
b1 Mental functions
b2 Sensory functions and pain
b3 Voice and speech functions
b4 Functions of cardiovascular, hematological, immunological and respiratory systems
b5 Functions of digestive, metabolic and endocrine systems
b7 Neuromusculoskeletal and movement related functions
d1 Learning and applying knowledge (learning through symbolic play, learning through pretend play)
d2 General tasks and demands
d3 Communication
d4 Mobility
d7 Interpersonal interactions and relationships
Participant
Participant(s)
Number
1-5
5-10
10-20
>20
Chronological Age
0-3 years
3-6 years
6-12 years
12-18 years
Development Age
0-3 years
3-6 years
6-12 years
12-18 years
LUDI Categories of disabilities
Mental/intellectual impairments:
mild
moderate
severe
profound
Hearing impairments
Partially hearing impaired
Deaf
Visual impairments
Partially sighted
Blind
Communication disorders (speech and language disorders)
Physical impairments
Mild
Moderate
Severe
Autism Spectrum Disorders
Multiple disabilities
Explanation
Explanation on the use of low-tech, high-tech devices, services or contexts
Explanation
No instruction, self-discovery of the participant/subject
Verbal instruction, language and communication fitting to chronological age
Verbal instruction, language and communication is adapted
Visual and/or verbal instruction with AAC (Aumentative and Alternative Communication)
Visual instruction with written language
Visual instruction with pictures or drawings
Modeling by therapist/researcher
Hand over hand: therapist/researcher leads the actions of the participant
Prompting: therapist/researcher touches the participant as a key for further actions
Guided discovery: therapist/researcher coaches the participant so s/he discovers how to use the assistive technology
Modeling by peer
Visual instruction by peer
Verbal instruction by peer
Involvement
Adult: therapist/educator/researcher
Parent or significant others
Peer with disabilities
Peer without disabilities
Role
Non-participatory observer
Participatory observer
Providing instruction
After the instruction, providing supervision during play
Evaluation
Evaluation of objectives and outcome measures
Description of outcome measure(s)
Observation by professional/researcher providing the play experience
Observation by other professional/researcher
Video analysis
Feedback from client/parents/professionals
(validated and reliable) outcome measures like tests, self-reports of client/system, questionnaires
Achievements
Summary of achieved effects
Over the last few years, as we have introduced iPads to our center, we have seen children with both motor and intellectual disabilities engage in play activities that they are unable to with regular toys. They are able to play on their own for longer periods of time than with regular toys, and they are able to access a greater variety of of toys and games. There are numerous instances of children with intellectual disabilities who have shown a development in motor and cognitive skills through play with the iPad that we were unable to achieve over years of playing with conventional toys. In a Quality of Life survey given to parents, parents report improved quality of life and ability to play independently for longer periods.
References
References to the intervention or research project
Contact Person
Noa Nitzan, Coordinator of the Technology Consulting Center at Beit Issie Shapiro Dana Cappel, Consultant at the Technology Consulting Center at Beit Issie Shapiro
Website
http://en.beitissie.org.il/innovation-exchange/sharing-our-knowledge/
Publication
http://en.beitissie.org.il/tech/
Keywords
Keywords
Example: Robots, Virtual Games, Mobile Phone, Public Playground, Adapted Toys
iPad, apps, special education, cause and effect, dramatic play, solitary play, cooperative play, switch use, accessibility features
Play Systems with similar keywords
HelpKidzLaern
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