According to developmental experts, interactive play is a critical part of every child's education. "Play is the first way a child interacts with the world; it builds the foundation for learning," says Diana Mines Nielander, Planning and Information Officer at the National Lekotek Center in Evanston, Ill. Mary Anderson, Supervisor of Special Education at Curative Rehabilitation Center in suburban Milwaukee, Wis., adds, "Disabled children need to experience as much play as other children. Children learn cause and effect through play, and problem-solving is a part of everyday life."
A frustrated mother scans seemingly endless shelves for an appropriate toy for her son's birthday.
"That remote control truck would be nice, but he wouldn't be able to turn it on himself. He'd really love that garage with the little toy cars, but how would he pick them up? I know he wants that game, but the pieces are so small - and there are so many of them. ..."
Out of time and patience, she runs over to the clothing department and grabs an outfit featuring his favorite sports team. "It's not a toy, but he'll like it anyway."
Her son, a bilateral above elbow amputee, is unable to play with most ordinary toys. Though he has arm prostheses, his motor skills are not yet sophisticated enough to flip small activation switches or manipulate intricate pieces. This limb-deficient boy, along with thousands of other disabled children, is more likely to unwrap a pair of pajamas or a stuffed animal instead of that exciting toy he saw advertised on TV.
According to developmental experts, interactive play is a critical part of every child's education. "Play is the first way a child interacts with the world; it builds the foundation for learning," says Diana Mines Nielander, Planning and Information Officer at the National Lekotek Center in Evanston, Ill. Mary Anderson, Supervisor of Special Education at Curative Rehabilitation Center in suburban Milwaukee, Wis., adds,"Disabled children need to experience as much play as other children. Children learn cause and effect through play, and problem-solving is a part of everyday life."
Differently-abled children who do not benefit from traditional toys and traditional play have two options: First, adapt an existing toy so that the child can operate it; and second, change the way the child plays with the toy. Toys which are battery operated can be adapted for the child who is otherwise unable to activate them.
Using an ability switch - anything from a large button to a joy stick - to interrupt the toy's battery is a common way to adapt an existing toy. Other less expensive modifications include applying Velcro strips to movable parts, securing larger toys against stable reinforcements, or creating splints to grasp small or awkward objects.
Tapping into creative energy can also enhance play. For example, if throwing a ball does not work with a child's abilities, perhaps rolling it will. Most physical therapists are excellent creativity jump-starters. By identifying a child's unique abilities, a therapist can change the activity to fit the child, instead of the other way around. This approach is a quintessential technique of Lekotek-trained staff. Cheri Riehle, coordinator of Lekotek's Project Play in Milwaukee, suggests "altering the rules or the way the child interacts with the toy."
Lekotek, which was founded in Sweden 30 years ago, uses this inventive approach to play in 47 facilities nationwide. Loosely translated from its Swedish and Greek roots, Lekotek means "play library." Designed for children of all abilities, these play libraries hold thousands of toys and games which Lekotek staff introduce to children and their families at monthly play sessions. The centers then lend the toys to families for a month at a time. By inviting disabled children together with their families and friends to the play sessions, Lekotek encourages carry-over of play with the toys in the home and community.
Furthermore, "Children don't function in isolation," Diana notes. "When raising a disabled child, there's just not a lot of time the family spends together. The play sessions provide an inviting play experience that helps relational bonding."
For parents who prefer to purchase toys from retail shelves but are unsure which ones are appropriate for their child's abilities, Toys "R" Us publishes a "Toy Guide for Differently-Abled Kids." This guide, created in cooperation with Lekotek, is loaded with traditional toys. Each toy's description is dotted with icons denoting the developmental skills enhanced through play with that particular toy - such as creativity, fine motor, tactile, and visual. For individual assistance on toys and recreation for children with disabilities, parents and care-givers may call Lekotek's Toy Resource Helpline at 800-366-PLAY.
However parents decide to promote play in their child's life, they are encouraged to be consistent and creative. Over time, they will surely see their child progress in physical, mental, and emotional wellness.
RESOURCES
Ed Ellingson, Rehabilitation Engineer; Zerrecon, Inc.; Milwaukee, WI; 414-771-7140.
Enabling Devices: Toys for Special Children, 385 Warburton Ave., Hastings-on-Hudson, NY 10706; 800-832-8697.
JESANA Ltd.: A Very Special Catalogue, 979 Saw Mill River Rd., Yonkers, NY 10710; 800-443-4728; http://www.jesana.com (Note: This site is no longer available)
National Lekotek Center, 2100 Ridge Ave., Evanston, IL 60201; 847-328-0001; lekotek@interaccess.com.
Toys "R" Us Toy Guide for Differently-Abled Kids, 461 From Rd., 4th Floor, Paramus, NJ 07652.
