Article ReviewPlay Modifications for Children with Disabilities
Introduction
The reviewed article by Susan Sandall published in Beyond the Journal – Young Children on the Web – May 2003, was published to communicate to other teachers a range of eight types of modifications to curricula, to help children having either disabilities or other special needs to be better able to join in with group play. This paper summarizes and reviews the article, provides a response to the ideas put forward, and considers if and how the information provided could be put to use in the classroom.
Article Summary
Sandall worked in collaboration with a number of her colleagues at the University of Washington to produce the chart which comprised the second and final page of the article and according to Sandall identified “eight categories of curriculum modifications that teachers can use in their classrooms.” She added that teachers who are creatively-inclined will also think of other suggestions, but emphasized that observing each child and matching any modifications to their needs is most important.
The modifications tabulated on the article’s second page covered four items categorized as “support”, modifications to equipment and materials, simplifying activities, and noting children’s specific preferences then using those to aid motivation and participation. For each of the eight categories, the Table also offered examples.
Having read the article, it seems reasonably thought out and constructed, but the majority of the ideas and examples frankly amount to using common sense, especially for teachers experienced in dealing with special needs children. Those ideas may well be of more use to (say) parents who have not had the benefit of the training teachers should have undergone. Having said that, it would do no harm for other teachers to read the article. It could prove beneficial if even one included idea and/or example helped in specific cases.
Responding to the tabulated modification types in the published order:
- Environmental support. Adjustments to space or timings to suit individual needs. Seems a fairly obvious basic strategy, though could be difficult to achieve successfully in a large class;
- Materials adaptation. Again a fundamental tactic to suit specific needs of individual children. Is not and should not be a new concept;
- Simplifying activities. Without being too repetitive, this approach should also be almost “second nature” to any teacher dealing with special needs children;
- Using child preferences. Again, a fairly basic and hopefully intuitive approach for teachers with relevant experience;
- Special equipment. The useful example given is a wheelchair and its height from the floor, and suggesting using a beanbag on the floor instead;
- Adult support and Peer support. Not new ideas, but both have value if helpful in particular cases. Teachers should know that without being told;
- Invisible support. Amounts to using visual aids to encourage participation.
Overall, as can be deduced from the above responses, most of the “modifications” proposed in the article are not remarkable new ideas, but should be part of a good teacher’s existing toolkit. On the other hand, whilst much of the content of the Table was not considered new or ground-breaking, it could still provide a useful function for teachers involved with special needs children or children with specific disabilities. It could be formatted as a large poster, mounted in a prominent position on the wall – not in the classroom but in the staffroom – say above the coffee machine or the water fountain; i.e. in a location where teachers might loiter and then have their eyes drawn to the words as a memory-jogger, perhaps triggering the re-awakening of forgotten ideas and/or strategies.
References
Sandall, S., R. (May 2003). Play modifications for children with disabilities. Beyond the Journal – Young Children on the Web – May 2003. Retrieved from http://www.naeyc.org/files/yc/file/200305/PlayModifications_Sandall_1.pdf
