The Power of Inclusive Play
All children deserve the right to play. And furthermore, to play in a space that meets their needs and allows them to experience a feeling of safety to express themselves and grow.
As a former lead teacher in a school that enrolled approximately 70% of students with disabilities and 30% traditional learners, I have been able to experience firsthand the power of inclusion, belonging, and accessibility. During my time I was able to witness and walk alongside families in cultivating spaces that honored, celebrated, and provided opportunities for growth and learning. However, my experience working there further revealed to me the various obstacles and barriers individuals with disabilities face and thus ignited my passion to create an inclusive environment that allows every child to experience the therapeutic powers of play while aiming to reduce barriers in the process.
Play therapy with children and adolescents with disabilities
One of the magical aspects of play therapy is that it involves the universal language of play – an experience that comes so naturally to children. Given its flexible and developmentally appropriate modalities, play therapy is a great fit for both children with and without disabilities.
While the benefits of play therapy are vast, research has indicated that children with a disability often encounter additional challenges in their everyday world with disability adaptation and attitudinal and environmental barriers. Because of that, many children with disabilities confront anxiety, fear, depression, and shame (Henderson & Thompson, 2011). Thus the therapeutic powers of play help to reinforce opportunities for solace and strengthen the development of self-esteem, autonomy, and competency (Lorenzo, 2010).
Charles Schaefer (2014), a renowned play therapist, identified four main categories of the powers of play:
1) Increases personal strengths
Creative problem solving, resilience, moral development, self-esteem, self-regulation, accelerated psychological development
2) Enhances social relationships
Therapeutic relationship, attachment, sense of self, empathy
3) Facilitates communication
Self-expression, access to unconscious, direct & indirect teaching
4) Fosters emotional wellness
Catharsis, abreaction, positive emotions, counterconditioning of fears, stress inoculation, stress management
While these powers of play are not just extended to children with disabilities, children with disabilities may find that the non-directive and directive approaches to play therapy allow them to interact with their environment in a meaningful way and fully embrace childhood while strengthening skills and their sense of self (Lorenzo, 2010).
Modifications in the Playroom
Creating an inclusive environment is crucial in the play therapy process. Through the carefully and intentionally set up playroom, play therapy provides children opportunities to express themselves, learn new skills, and overcome challenges. In addition to the diverse toys represented, there are several modifications that can be made by therapists to fit the needs of their clients. By doing so, it can further allow for children to use the room to its fullest while reducing barriers and increasing confidence.
A few types of modifications that may be beneficial and that we integrate at Ensemble Therapy can be found in the chart below:
While these modifications help to eliminate some of the barriers persons with disabilities face, I’m aware that it's just a start. I continue to examine my own values, attitudes, and beliefs and seek to find ways to advocate for change and accessibility for all because when a child has the space to play without barriers then healing can occur.
And this is a core value that we all hold at Ensemble Therapy—seeking ways to reduce barriers to mental health access for children and families so that healing on a larger scale is possible.
For me personally this involves doing my own work, processing and identifying my privileges, and being aware of the various identities we each hold and how those influence our world.
Within the context of our entire team and in my role as the Diversity Equity and Inclusion (DEI) Coordinator, I work to lead our team in making thorough and purposeful choices as we strive to create an inclusive and diverse space for both therapists and clients alike. This means examining our values and missions, exploring barriers and identifying solutions, engaging in community outreach, and participating in advocacy work both for the client and the field as a whole.
So while the large stuffed animals may seem cute in our playrooms, there is an intention behind everything that goes into our spaces to make them intentional, purposeful, and ultimately, to promote safety and healing.
Modeling inclusivity at home
So, what does this mean for you? Maybe you, your child, or someone you know has a disability. Know that you belong here and that Ensemble Therapy is a safe and inclusive space that aims to grow and learn. And if that’s not you, consider what you can do to further create an inclusive world for all. Engage and celebrate differences, educate yourself and others, and amplify the voices of those with disabilities.
Below are a few ways we recommend creating a more inclusive environment at home.
Model inclusive behavior by examining your own beliefs and behaviors
Increase self-esteem and empathy by providing opportunities for your child to feel capable and teach them perspective taking
Expose children to diverse experiences, people, and cultures. You can do this by selecting diverse toys of various ethnicities and identities, being around people of diverse backgrounds, and through intentional and diverse book selections. (Learn more in some of our other blogs here.)
Talk openly with your child and don’t be afraid of their questions. It’s okay if you don’t know all the answers. Try to learn together! Focus on being honest and direct, avoiding assumptions, and emphasize human (and neuro) diversity.
Below are a few books to help you begin talking with children about disabilities:
We Move Together by Kelly Fritsch
Little Scenes Series by Samantha Cotterill
All the Way to the Top: How One Girl’s Fight for Americans with Disabilities Changed Everything by Bay Pimentel
My hope is that through engaging in these conversations and being intentional in creating accessible spaces that we can continue to cultivate an inclusive environment in which real, meaningful change and healing can take place. And in doing so that we can support you in making that a reality for your family unit, thus creating a ripple effect in which all can find a feeling of belonging, safety, and being delighted in.
References:
Carmichael, K. D. (1994). Play therapy for children with physical disabilities. Journal of Rehabilitation, 60(3), 51-53.
Lorenz, C. (2010). Can I play? Using play therapy for children and adolescents with disabilities. VISTAS ACA 2010
(7). Retrieved https://www.counseling.org/docs/default-source/vistas/can-i-play-using-play-therapy-for-children-and-adolescents-with-disabilities.pdf?sfvrsn=99c67e2c_12Schaefer, C.E. and Drewea, A. A. (2014) Therapeutic powers of play: 20 core agents of change. 2ed. Wiley
https://center4playtherapy.com/why-play-therapy-is-a-perfect-option-for-children-
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WRITTEN BY DAKOTA BECKER, LPC, RPT™, NCC, IPT-CST (SHE/HER/HERS)
Dakota is a Licensed Professional Counselor (LPC), Registered Play Therapist™ (RPT™), National Certified Counselor (NCC) and Institute of Play Therapy Certified Sandtray Therapist (IPT-CST). She received her Master’s Degree in Counseling from the University of North Texas through their nationally known play therapy program as well as has her Bachelor’s Degree in Child Development.
