Abstract
This chapter aims to illustrate the characteristics that can make the playful dimension an element capable of including children with intellectual disabilities (IDs) within health and social care contexts. Participating in ‘play activities' is an inalienable right for children with IDs. These classify amongst the prerequisites for supporting children's development and well-being. If adequately solicited and supported, playing can become a unique opportunity for children with IDs to grow, gain skills, and empower themselves. For these reasons, it is paramount for care-providers to learn and develop specific skills in terms of knowledge and methodologies. After illustrating the early developmental trajectories of play in children with IDs, emphasis will be given to strategies that will help care-providers support playing by considering each child's needs and preferences.
Key Terms in this Chapter
Easy-to-Read: Is an approach aimed at reducing language complexity. It was specifically designed to meet the needs of people with cognitive and learning disabilities.
Augmentative Alternative Communication: Is a complex intervention that uses many techniques and various operational tools to augment natural communication, including vocalizations, residual verbal language, gestures, and signs.
Playfulness: Refers to the child's disposition to play and depends both on the environmental and the child’s specific characteristics (i.e., the ability to disengage from reality constraints, social and cognitive skills).
International Classification of Functioning, Disability, and Health (ICF): Is a framework for describing and organizing information on functioning and disability. It provides a standard language and a conceptual basis for the definition and measurement of health and disability.
Intellectual Disabilities: Are classified within neurodevelopmental disorders with an onset generally in early childhood.
Adaptive Behavior: Is a multidimensional construct, distinct from, though related to, that of intelligence. It includes skills in the conceptual, social, and practical domains.
Vineland Adaptive Behavior Scales: Through a semi-structured interview, administered to the parent or caretaker, it assesses adaptive behavior in several domains, such as communication, daily living skills, socialization, and motor skills.