Universal design is the idea that activities should be accessible to all people including those with disabilities. According to the Universal Design for Play: A Toy Guide for All Children (2005), universally designed toys should meet the following three requirements: multiple ways to present, use and play with the toy.¹In short, toys needs to engage many senses and require variability of play. Play time for children is when so many cognitive, social and physical skills are learned. This is a young child's true classroom. Many students with special needs require adaptations during play time in order to achieve those cognitive, social and physical skills.

Pediatric therapists are frequently called upon to offer consultation to teachers, parents and day care providers on how to include all children. Therapists can also apply the knowledge of motor-learning theories to support children to achieve skills during play. Here are five suggestions to combine universal design and motor learning to allow play to be accessible to all children.

Ensure Toys Fit Skill levels

Make sure the toys fit the skill levels of the children. Encourage teachers, parents and day care providers to provide toys and activities that all the children can use. If there are toys present in the play area that a specific child cannot use, he will be excluded from that play time with his peers. Some suggested toys that most children can play with are large building blocks, Velcro blocks, bean bags, tactile balls, throwing scarves, cardboard boxes, beach balls, nesting blocks, soft clay, sand, dolls, pretend food, large cars/trucks and electronic toys that require minimal movement. Pretend play and imagination are so important for children. Toys with lots of "bells and whistles" are not required to promote learning.

If necessary, modify equipment for certain children to create an inclusive environment. For example, use a larger ball and bat for baseball or create larger target areas for throwing or kicking skills.

Adapt the Play Area

The environment where the children learn their play skills has a huge impact on how a child plays. If the area is too large or busy, it can impact a child's attention span and focus on play. If the area is too small, children can knock over toys and bump into peers, leading to frustration. Modify the play area as needed. High-pile carpeting or mats can be difficult to walk on for children with decreased balance. Low-pile carpeting is a nice alternative to prevent falls but provide some cushion if they do occur. Make sure all children can reach the toys. Place toys on low shelving and have table-top surfaces accessible to all. If the children are distracted easily, limit how many toys are present in the play area to encourage sustained attention. When all children can independently play with the environment modified, begin to eliminate some of the modifications. This allows for the children to generalize their play skills in different situations.

Modify the Rules of Games

Some simple modification of games can allow all children to participate. For large group games in physical education or recess, rule changes can include decreasing the size of the play area or a shorter playing time. For games that include locomotor skills, allow children to choose what skills to use. For example, children could pick to walk, run, skip or hop.

Encourage Small Group Play

Occasionally try breaking up big groups into smaller groups of children with similar abilities. Children will feel a sense of accomplishment if they can complete activities with ease. When the smaller groups include children of varying levels, assign partners. Children can help their partners with any physical challenges that they may not be able to do.

Demonstrate Proper Play Techniques

Although play should be open-ended for children, at times therapists, teachers, adults or peers can provide a simple demonstration of how to use a toy or play a game properly. Children learn by modeling; witnessing appropriate play gives them an idea of what is expected. Simplify directions if some children have difficulties with multiple-step directions. If necessary, break down play skills into smaller chunks progressing to completing the entire activity together. Provide minimal feedback, letting the children learn on their own in as many situations as possible.

A pediatric therapist's job is to help children achieve independence. For a child, to be able to play with peers is the number-one goal. By applying the principals of universal design and motor learning, therapists can level the "playing field" for all children.

Reference

1. Universal Design for Play: A Toy Guide for All Children. (2005). Retrieved from the World Wide Web on Feb. 28, 2009, at http://letsplay.buffalo.edu/toys/guide/ud.htm.

Margaret Rice is owner of Your Therapy Source Inc. and has authored several books for pediatric therapists. Visit www.YourTherapySource.com