Like regular kids, children with special needs can benefit a lot from playing.

Through the right set of toys, children with varying degrees of neurological impairments and those with physical, sensory, communication and cognitive disabilities can discover a bright new world of learning.

In most schools that offer Special Education classes, playing with different sets of toys is a part of the child’s learning process. Most teachers as well as therapists integrate play in their sessions as an effective way to get and sustain one’s attention.

Dr. Mark Reysio-Cruz, a developmental pediatrician at Capitol Medical Center, says that in general, toys help in the development of children with special needs. “Toys help to stimulate a child’s senses that will in turn enhance the brain’s functions. This contributes to good developmental progress,” he explains.

He says it is very important that the toys are made available to develop imaginative play especially with children with autism who have the tendency not to be interested in playing with toys or to have limited symbolic play.

At times, children with autism are afraid of toys that make sounds or that move. If this is so, then these may be avoided or introduced gradually, Dr. Reysio-Cruz recommends.

There are times when a child with autism would prefer to spin parts of toys like the wheels of cars. In this case, their attention should be redirected to something else or they may be shown a more functional way of playing with cars like making sound effects while rolling the car on the floor. Kitchen play sets, brooms, action figures or dolls are just some of the toys that could help.

On the other hand, toys that need to be manipulated might be helpful for children with fine motor difficulties. “Getting the child to move his hand in different directions will help the child later on to be able to turn a doorknob, hold a pen well, dress and undress, etc.,” Dr. Reysio-Cruz adds. Wire beads and shape sorters are good examples.

For those who have difficulty coordinating their hand movements such as children with cerebral palsy, toys with bigger buttons to press or push, larger handles to hold on to, would be helpful.

PLAYING SAFE

Occupational therapist Anna Liza Yap Tan Pascual underscores not only the educational aspect of toys but also their safety features.

Pascual also firmly believes that kids of all abilities — especially those with special needs – should be kept away from the TV and computers. “TV and computers shorten attention span, slow down brain waves, and take away time from interacting with real people and engaging in live conversations,” Pascual stresses. “Electronic toys have some advantage too but these toys emphasize letters and numbers too much, making the child rely on memory work instead of teaching problem solving, interaction, language, and practical skills.”

Pascual also mentions that toys that get the interests of the child with special need should be exploited – but only if they help develop specific skills. “For instance, to develop motor skills, toys such as balls, bikes and vehicles, pegs, chips and coin bank, beads, colored pens and crayons, scissors, and clay could help,” she explains.

For cognitive skills, books, flash cards, jigsaw puzzles, table games, worksheets, and animal figures are ideal.

To develop daily living skills, cooking sets, play money, and dolls with clothes that can be changed are suitable for them. Pascual says that compared to others, these toys are more effective drills in engaging the interest of the kids.

“These can also be used in therapy when teaching, and later can also be used when the child plays with his peers. Aside from that, these toys are easy to find,” Pascual says.

CAREFUL MONITORING

However, parents and caregivers — as well as teachers — should carefully monitor how toys are helping the child especially in learning.

“This is because the child may end up being engaged in tasks only if a toy or game is involved i.e. if it’s study time, as in worksheets etc, and they may get turned off as they have been used to using toys and games,” Pascual points out.

Toys need not be bought, Pascual adds. “We have a myriad of materials at home that can be used for play. You can mix up pots and pans and their containers and let the kids bang on them, pour objects or liquids from one to another, match the lids to the pots/pans, fit smaller ones inside the bigger ones. There are a lot of possibilities.’’

Christina Estampador is mother to 10-year-old Henry and nine-year-old Derek who were both diagnosed with Autism Spectrum Disorder (ASD). The two are now receiving speech therapy and body conditioning and study in an alternative education school in Makati. When it comes to toys, Christina makes his boys choose.

“Henry and Derek usually pick their choices from other kids, like their classmates or from toy catalogues and I allow them the toys they want to play with for as long as it doesn’t compromise their health or safety. This allows them to practice decision-making and discover their preferences from the toys they choose,” Christina reasons out.

Henry is inclined towards construction and origami. “He effortlessly goes through the Japanese assembly instructions without any hitch. He is very focused,” she describes.

Derek, on the other hand, has a preference for cars, roller coasters and art projects.

Christina believes that her kids, underneath the condition, are still kids who can play with toys like the regular ones. She tells parents to focus on the toys that can help with their children’s deficits and always assess the emotional readiness of the child for a toy. “Apart from the price, parents should ask whether it could help address self-confidence, social skills, speech skills, writing, reading, listening, fine and gross motor skills.”