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Toys for children with disabilities

Toys for children with disabilities

The term disability refers to a lack of ability in a specific branch of learning. As proclaimed in 1959 by the General Assembly of the United Nations and ratified in 1990 by the Spanish Parliament, playing is a child's right and adults have to ensure its fulfillment in each and every one of the boys and girls, although in some situations serious difficulties are encountered in the development of this activity. To guarantee this right to play, we propose a series of toys for children with disabilities.

Regarding the most suitable toys for children with disabilities, on some occasions, they can use commercialized toys, but on many other occasions the accessibility to play materials for this type of children is low or almost nil.

When the toy cannot be used by these boys and girls, as it is marketed, it is sometimes possible to vary the objectives or rules of the game or make some modifications that allow a greater use of the toy.

Theseadaptations can be very simple or require the intervention of specialists in the subject(for example, translating the sound effects of a toy into visual effects).

There are various types of disabilities (motor, intellectual, sensory ...) and with very different levels of impairment. This diversity creates great difficulty in providing global assessments or advice related to the selection and adaptation of toys for these children.

1. One design for all. For the development of the game of children with disabilities, it is vitally important that the design of toys is "for everyone", so that children with or without disabilities can use the same games under similar conditions. In this way, the integrating process of children with disabilities in the game of those who do not have it could be unified, on the one hand. On the other hand, the development of play with standardized toys would reduce the differentiation with other children.

2. Versatile toys. It is important to choose toys that are versatile, that allow various forms of interaction and for which the rules can be changed. In this way, it will be easier to adapt the playful proposal of the toy to the circumstances of each case.

3. Stages of development. Play materials used by older boys and girls should be age appropriate even if they are at an earlier stage of development. For example, if we provide a manipulative activity center to a 10-year-old child with a motor disability, we will have to adapt its size and its play proposals to that child; surely a center of activities that babies usually use will not help us.

4. Toy safety. It is important to know that there are safety regulations for the manufacture of toys and that we must make sure that the adaptations we make to them are not going to pose any danger. Therefore, it is important to always consult with a specialist.

5. Game proposals. It is essential to consult with the corresponding pediatrician or medical specialist, in the event that the child is carrying out a rehabilitation program, since these types of professionals will undoubtedly help us to assess the suitability of each adaptation or game proposal to the problem of each child in particular.

6. Rate of learning. Sometimes children with some kind of disability have different learning rates than other children, so it is important to question and adapt the age indications provided on the toy.

You can read more articles similar to Toys for children with disabilities, in the Toys category on site.


Video: OT Students Adapt Toys for Special Needs Kids (January 2022).