Diversity of aspects on play in children with profound multiple disabilities

Early Child Development and Care

Volumn 175, Issue 7-8, 2005, Pages 635-646

  Brodin, Jane ^a  

^a STOCKHOLM UNIVERSITY   (Sweden)

Author keywords

Children with profound disability; Learning; Multiple disability; Play; Training

Indexed keywords

EID: 70350157993     PISSN: 03004430     EISSN: 14768275     Source Type: Journal    
DOI: 10.1080/0300443042000266222     Document Type: Article

References (33)

1. Almqvist, B. (1993) Educational toys, creative toys, in: J. H. Goldstein (Ed.) Toys, play, and child development (New York, Cambridge University Press), 46-66.
2. Björck-Åkesson, E. & Brodin, J. (1992) International diversity of toy libraries, Topics in Early Childhood Special Education, 12(4), 528-543.
3. Brodin, J. (1991) Att tolka barns signaler. Gravt utvecklingsstörda flerhandikappade barns lek och kommunikation [To interpret children's signals. Play and communication in children with profound mental retardation and multiple disabilities]. Dissertation, Stockholm University.
4. Brodin, J. (1999) Play in children with severe multiple disabilities: play with toys a review, International Journal of Disability, Development and Education, 46(1), 25-34.
5. Brodin, J. & Lindstrand, P. (2000) Reflections on children with disabilities and computer play, EuroRehab, 3, 153-158.
6. Brodin, J. & Lindstrand, P. (2003) Perspektiv på IKT och lärande för barn, ungdomar och vuxna med funktionshinder [Perspectives on ICT and learning for children, adolescents and adults with disabilities] (Lund, Studentlitteratur).
7. Brodin, J. & Lindstrand, P. (2004) Perspektiv på en skola för alla [Perspective on a school for all] (Lund, Studentlitteratur).
8. Bronfenbrenner, U. (1975) Is early intervention effective? Some studies of early education in familiar and extra familiar settings (London, Oxford University Press).
9. Fromberg, D. P. (1992) A review of research on play, in: C. Seefeldt (Ed.) The early childhood curriculum: a review of current research (2nd edn) (New York, Teachers College Press), 42-84.
10. Greenspan, S. I. (1992) Infancy and early childhood: the practice of clinical assessment and intervention with emotional and developmental challenges (Madison, WI, International Universities Press).
11. Hanline, M. F. & Fox, L. (1993) Learning within the context of play. Providing typical early childhood experiences for children with severe disabilities, JASH, 18(2), 121-129.
12. Hawkins, F. P. (1976) Leka och lära barns inlärning genom logiskt utforskande aktiviteter [Play and learning cildren's way of learning through logical activities] (Stockholm, Aldus).
13. Janseen, M. (1989) Increasing independent toy play by self reinforcing toys, in: A. B. Best (Ed.) Papers on the education of the deafblind (vol. 2), Proceedings of Warwick'89, August (Warwick, Warwick University), 112-123.
14. Kylén, G. (1981) Begåvning och begåvningshandikapp [Intellect and intellectual development] (Stockolm, Ala Foundation).
15. Lazar, I. & Darlington, R. (1982) Lasting effects of early education: a report from the consortium for longitudinal studies, Monographs of the Society for Research in Child Development, 47, 2-3.
16. Lindstrand, P. (1998) Det diagnostiska samhället [The diagnostic society] (Stockholm, Stockholm Institute of Education).
17. Lindstrand, P. (2000) Datorer är inte så märkvärdigt! [Computers are not that special!] (Stenhamra, WRP International).
18. Lindstrand, P. (2002) ICT is the answer-but what is the question? Dissertation, Stockholm Institute of Education.
19. Mahony, G. (1992) Constructivism, play and children with disabilities, paper presented at the Gulf Coast Conference on Early Intervention, Point Clear.
20. Malone, M. D. & Langone, J. (1995) Gender differences in the object-oriented play of preschoolers with cognitive delays, Journal of Early Intervention, 19(4), 302-314.
21. Murphy, G., Callias, S. M. & Carr, J. (1985) Increasing simple toy play in profoundly mentally handicapped children, II. Designing special toys, Journal of Autism and Developmental Disorders, 15(4), 375-388.
22. Murphy, G., Carr, J. & Callias, M. (1986) Increasing simple toy play in profoundly mentally handicapped children. Designing special toys, Journal of Autism and Developmental Disorders, 16(1), 45-58.
23. Nielsen, L. (1988) Spatial relations in congenitally blind infants, Århus University.
24. Paulsson, K. (1995) Dom säger att jag ser mer normal ut med benbroteser [They say I look normal with artificial legs], Stockholm University.
25. Piaget, J. (1962) Play, dreams and imitation in childhood (New York, Norton).
26. Preisler, G. & Palmer, C. (1987) Den tidiga utvecklingen hos gravt synskadade barn [Early development in children with visual impairments], Stockholm University.
27. Retter, H. (2003) Postmodernity-what about toys?, in: A. Nelson, L-E. Berg & K. Svensson (Eds) Toys as communication. Toy research in the late twentieth century (Stockholm, Stockholm International Toy Research Centre, KTH).
28. Sandberg, A. (2003) Vuxnas lekvärld. En studie om vuxnas erfarenheter av lek [The playworld of grown ups. A study of adults' play experiences]. Dissertation, Acta Universitatis Gothoburgensis.
29. Schaeffer, C. E. (Ed.) (1993) The therapeutic powers of play (Northvale, NJ, Jason Aronson).
30. Sirén, N. (2000) Datorstö i träningsskolan [Computer support in school for children with profound disabilities] (Stenhamra, WRP International).
31. Vygotsky, L. (1981) Psykologi och dialektik [Psychology and dialectic] (Stockholm, Norstedt & Söner).
32. Welén, T. (2003) Kunskap kräver lek [Knowledge demands play], Forskning i fokus nr 17. Myndigheten för skolutveckling (Stockholm, Liber).
33. Winnicott, D. (1981) Lek och verklighet [Play and reality] (Stockholm, Natur och Kultur).