Well-prepared environments: the competence behind inclusive play

The study provides an overview on the adaptations of the ludic contexts to support inclusive play of children with different types of disabilities. Environments are the “containers” of play (Sutterby 2019) especially for children with disabilities; their play activities are not hindered only by functional limitations rather mainly by contextual factors (WHO 2001). Literature states that a well-structured environment becomes a facilitator to support activity/participation in inclusive contexts (Besio 2017). The focus on play contexts has been considered controversial: "purists" stated that when play is organized/controlled by adults is no longer play (Kushner2012); the "possibilists" considered that any environment is a place where play can be practiced. In case of disability many play activities are not spontaneous (Besio-Bonarini 2022) but should be elicited through specific interventions on play environment (Barron 2017). Over the years, hundreds of children with/without disabilities are observed playing together at the "Ludopole" Center in Lyon, in well-prepared play environments based on the Universal Design paradigm, with appropriate/accessible materials/toys. This gave opportunity to validate the "ludic framework", through the collection of data concerning playfulness (Bundy, 2005) of children with and without disabilities playing together. Ethical frameworks for inclusive child research are adopted, including Informed consent, balancing privacy and support, confidentiality, safety, protection and safeguards (Jenkins etal 2015). The main features of play environments that solicit inclusive social and cognitive play with peers are presented. Children with disabilities need equal opportunity to play; adults should create the indispensable conditions and effective play contexts to reach this goal.