Emotional barrier vs. Physical barrier | General inclusion | Role of professional |
---|---|---|
Parents need to be coached and empowered to help them overcome social/emotional barriers. (pro, par) | More education to abolish the stigma of children with disabilities in society.(pro) | Professionals need to educate parents and close associates about the importance of play. (pro, par) |
Role models, like paralympic athletes, can inspire the child. (pro) | All playgrounds need to be adapted for physical accessibility. (pro) | Involve parents in the therapy. (pro) |
Support parents in letting go and allowing children to try and experience for themselves. (pro, par) | Increased general inclusion, inclusive education, and inclusive daycare. (pro, par) | Interventions need to be long-term before the behavioral change takes place. (pro) |
Introduce a playmate, within their network or from a volunteer project. Parents and/or child go together with another family, another child without disabilities, or an ambulatory companion. (pro) | Increased general acceptance of children with a disability. (pro) | Therapy at the functional location. (pro) |
Safe environment with regards to traffic, equipment, and shelter. (pro, par) | Health professionals and teachers need to be made competent in play and inclusion. (pro, par) | Intervention playing outside needs to start around the age of 2 years. (pro) |
Parents need to be made aware that participation in play is not a physical problem but mostly a social problem. (par) | A therapist could make parents competent in stimulating inclusive play. (par) | Cluster information about inclusive play, for example in an app. (pro) |
Organize so that parents of children with disabilities meet often, share experiences about play, and inspire each other. (pro) | Increased support for children in inclusive education, like ambulatory companions. (pro) | Support parents to take responsibility. (pro) |
Teach the child his or her own capabilities and boundaries and increase self-esteem. (pro) | The playground should be a challenging environment. (pro, par) | All professionals have a role in stimulating play and inclusion. (pro) |
Show parents what the possibilities are by involving them in therapy and during play weekends, play courses/workshops. (pro, par) | Structurally organized activities, like inclusive playground sports. (pro, par) | Professionals need to be all-round. (pro) |
Support and coach parents with mourning and acceptance. (pro) | The network around the parents and child needs to be involved and needs to know how to play with and support the child during outside play. (pro) | Professionals need to be made aware of their role in stimulating play and inclusion. (pro) |
Reduce care burden. (pro) | Playground close to home. (pro, par) | Increase cooperation in multidisciplinary teams. (pro, par) |
Children enroll with a group from special education for a play activity, therefore not being the only child with disabilities. (pro) | Behavioral change towards children with disabilities encouraged by advertisements and education that reach the whole society. (pro, par) | Education takes place during regular visits to the professional and during play weekends, play courses/workshops. (pro) |
Wheelchair skills training. (pro) | Wheelchairs for other children to play with. (par) | Professionals can suggest play as a therapy goal. (pro) |
Social skills training. (pro, par) | Parents give education in the neighborhood about their child. (pro) | Professionals should focus more in therapy on participation at home, at school, or in the neighborhood. (pro, par) |
Help parents to find a way of playing that stimulates the intrinsic motivation of the child. (pro) | Courses about inclusive play in education, for children and teachers. (pro, par) | Â |