Reimagining Play Through An Inclusive Lens
By Jessica Predy, BA Theraputic Recreation Therapy
As a society, our outlook on neurodiverse culture has begun to shift and we are observing more inclusive programing in both recreation and education. Although we are starting to see hints of this evolution, mis- or out- dated information and deeply engrained social processes still contribute to perpetuating stigma- leaving a gap between understanding the benefits of inclusive spaces and implementing them successfully. Yet discussing specific interventions or breaking down the differences between developmental, intellectual, and learning disabilities would be overwhelming and difficult to case within one discussion. Even then, it would not be fully encompassing; profiles will not be the same across different diagnoses, and therefore cannot be defined by broad needs or treatment options to address them comprehensively here. However, I think it is vital to highlight the value of inclusive play and a more general nod towards the initial steps needed to implement inclusive practices. Throughout this post, I will be using the term Neurodiverse- an umbrella term which diagnoses like ADHD, Autism, and Dyslexia fall under but is not limited to these specific diagnoses.
For children and youth, we understand that experiences influence the structure of executive functions; contributing to the building of regulatory abilities which can impact both learning and socialization throughout development. Many of these experiences take place during play or recreation engagement, however, play is not a universal concept. How individuals choose to engage in play can vary based on different factors- one primary variable being neurocognitive characteristics such as language, learning, memory, and executive functions. Recent research conducted with children living with Autism found that encouraging play in neuro-normative ways [viewing it as “the gold-standard” of play] by attempting to curb natural play initiatives which may be characterized as “atypical”, has the potential to be psychologically damaging long-term (Wolfberg & Woods, 2023). This suggests that although there may be norms and social expectancies, play should remain relatively self-directed.
Alternatively, developing play-based programming by first observing it through an inclusive lens, may be more effective in creating positive learning environments. Encouraging cooperative play to help promote a greater acceptance of differences among peers but letting social engagement evolve naturally, as opposed to treating it as a required task, can help build autonomy (Etel & Slaughter, 2019). Wolfberg & Woods (2023) reflect on the reliance of peers to model “appropriate” play behaviors, who act as intervention agents and the comparison to which neurodiverse children are compared, which can leave room for perceptions of shortcomings from their neurotypical peers. I am not suggesting that based on this information modeling or potential interventions be avoided, but that it strongly suggests considering the perceptions of peers during program development as well as the importance of remaining strengths based within group settings.
Making inclusive connections in play
Play is so much more than an opportunity to learn. It is also a natural environment where children can express themselves, experiment in low-risk ways, and build self-confidence. Pretend play has been shown to facilitate understanding of peers by increasing awareness of alternative perspectives; giving way to foundational learning that appreciates unique interpretations, characteristics, and/or difference of opinion (Richard et al., 2021). Not only does this help build healthy brain functions and social skills among kids but may also contribute to creating non-stigmatizing and inclusive spaces (Etel & Slaughter, 2019). These types of opportunities are great ways for children to explore and appreciate differences between their peers and can be facilitated across a vast scale of mediums: expressive arts; Lego; role-play etc. Yet, neurodiverse individuals might engage socially in ways that are unique to their peers, and in addition, may experience lower confidence and less cognitive flexibility in new environments (Porter, 2015). Providing opportunities that encourage cooperation alongside autonomy during play, can contribute to growing confidence and social flexibility in realistic settings. While pairing achievable expectations with a flexible approach to delivery, can cultivate a more inclusive environment for all learners.
Personal and professional knowledge from facilitating programs for diverse populations in addition to review of the most current research, has helped me to condense key points into the following principles for professionals aiming to develop inclusive spaces:
Adopt a Diversity Affirming Practice
Supporting the unique needs and interests of participants can increase motivation to participate, leading to improved engagement and learning outcomes. Recognizing a child’s needs alongside their strengths and preferences is significant in building therapeutic environments where children feel valued. To add, an individual will always be an expert of their own experience; shifting to a pluralistic and collaborative approach to better understand an individual’s goals and needs will cultivate a more trusting, therapeutic relationship.
Assume Competency
There may be a disconnect or other constraint acting as a temporary barrier to success, but this does not mean ability is lacking. Reframing our outlook from affliction to opportunity can help shift perceptions towards a more empowering way to play.
Build your Knowledge
Not only neurodiverse learners, but all people in general, may require different approaches to process information. In addition to affirming practice, efficacious facilitation techniques and modalities that align with learning styles and preferences can also enhance experiences. In a world that is constantly evolving, continued learning is always valuable, and the following resources offer techniques, approaches, and activities to optimize inclusive learning:
· READ
Play Interventions for Neurodivergent Children and Adolescents: Promoting Growth, Empowerment, and Affirming practices (Grant, 2024). https://books.google.ca/books?hl=en&lr=&id=FyLeEAAAQBAJ&oi=fnd&pg=PP9&dq=psychosocial+markers+in+neurodiverse+children&ots=fUyltJRFdy&sig=tz2XidnWhCP4HFlrISYZU6PeDhE#v=onepage&q&f=false
What is Neurodiversity? (Miller, 2024)
https://childmind.org/article/what-is-neurodiversity/
· LEARN
Training opportunities for learning about neurodiversity. They do have a cost, but many are redeemable for CEU’s (continuing education units) or would be a great team exercise for various work environments https://ctrinstitute.com/topic-category/neurodiversity/
Video for Children about Autism- Amazing Things Happen:
· PLAY
Games to develop Theory of Mind
Games to Develop Theory of Mind - Activity Tailor
Inclusion-based activities
29 Inclusion Based Activities For Students - Teaching Expertise
Overall, these adjustments or addition in how we develop and provide spaces have significant outcomes for young learners. Efforts in building inclusive spaces will also contribute to future research through practice-based evidence which can help us further our understanding of disability within an inclusive context. So, let’s encourage welcoming spaces that celebrate everyone’s differences, because despite how, when, or even why we play, everyone is awesome in their own way!
REFERENCES
Crisis and Trauma Resource Institute. (2024). Neurodiversity and Neurocognition. https://ctrinstitute.com/topic-category/neurodiversity/
Etel, E., & Slaughter, V. (2019). Theory of mind and peer cooperation in two play contexts. Journal of Applied Developmental Psychology, 60, 87-95. https://doi.org/10.1016/j.appdev.2018.11.004
Grant, R. J. (2024). Play Interventions for Neurodivergent Children and Adolescents: Promoting Growth, Empowerment, and Affirming Practices (2nd Ed.). Routledge.
Miller, C. (2024). What is Neurodiversity. Child Mind Institute Inc.
Richard, S., Baud‐Bovy, G., Clerc‐Georgy, A., & Gentaz, E. (2021). The effects of a ‘pretend play‐based training’ designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5‐ to 6‐year‐old swiss children. The British Journal of Psychology, 112(3), 690-719. https://doi.org/10.1111/bjop.12484
Porter, H. R. (2015). Recreational Therapy for Specific Diagnoses and Conditions. Idyl Arbor, Inc.
Wolfberg, P., & Woods, G. L. (2023). Reimagining autistic children's independent and social play with peers. Psychoanalytic Inquiry, 43(3), 215-231. https://doi.org/10.1080/07351690.2023.2185067