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CHIlDREN IN THE CITy
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50% of children with autism are non-verbal (Sachs and Vincenta, 2011). impairments in information integration make communication and socialization extremely difficult for children with autism. At certain times, children with autism may feel overwhelmed when they are forced to participate in several interactions (Vázquez & torres, 2013).
some children with autism may show the needs of wide and open spaces and avoid interaction with other peers. Vázquez & torres (2013) further explains that, sometimes they need a place which they can escape from a demanding social situation ( a simple place with less people, or with only people they familiar with).
Lantz (2001) concludes that, all of these characteristics may cause the peers to exclude children with asd as they do not understand how to effectively engage with them in play.
children with autism need visual support to communicate with others and imagine what is coming next. sensory integration play provides opportunities for cognitive development to help children to develop their communication skills through play. floortime is one of the occupational therapy by using visual models to improve social response and behaviours with peers.
Play is also a way for children with autism, especially for non-verbal children to express their feeling. through play, an adult able to connect and communication with the children at an emotional level, in a natural and safe-feeling situation, through a fun and relaxing way (fina & anderson (2013). recommeNdatioN
a consideration of this aspect can help us to improve public space design by implementing sensory integration activities in public realm, to invite children with autism participate in city life through the act of play. a play space design need to address the issue of communication and foster social interaction for children with autism.
different practical sensory interventions can be blended with existing play spaces to create a common ground that facilitates inclusive play for all children. different types of activities such as gardening and naturebased play can increase opportunity for socialisation.
Fig.18 Greenspan's Floor Time Interventions also has supported the theory that, play can release tension and help in developing sensory experience. It is a tool to allow children creating their own play theme, setting up play events, and initiate interaction with other peers.
CHIlDREN IN THE CITy
4.3.3.4 universal issues - behaviours and play
in 1989, the right of the child, australia has stated :
Play is a way for children to use their body to explore and place-making with their surroundings. Play is a function of imagination, a way to develop motor and communication skill, thinking and problem solving (alexandra, 1977).
in contrast, children with autism spectrum disorders (asd) do not play in a process that is beneficial to cognitive development (Lantz, 2001). children with asd often engage in stereotypical, repetitive play patterns and may have difficulty with abstract concepts and imaginative play (Brereton, 2011). they may not understand the language or social cues from their peers. therefore, play in children with asd is often solitary due to the difficulty in communication (Lantz, 2001).
the main issues of social play characteristics of children with autism spectrum disorders can be framed in : • Communication deficits • Difficulty understanding the feeling of peers • restricted & unusual interest • Peer exclusion
we take a Bottom-uP desiGN aPProach to studY the BehaViours of PLaY aNd defiNe the Needs of PLaY for chiLdreN with autism. from there oNLY we Look for the techNicaL soLutioN. it is imPortaNt to Note that this was Not a desiGN-oNLY iNterVeNtioNs for disaBLed, But how the PLaY sPace caN Be used for chiLdreN with autism toGether with others. Neurological deficiencies can affect a child's ability to play. For typical children, a day is spent in the combination of activities involving other children and adult, many hours in playing.
these are the behaviours which affect children with autism ability to play.
restrictive pattern of interest unusual preoccupation with certain toys, have fascination with a particular subject - may collect information and repeatedly question about it.
stereotyped / repetitive motor mannerism Unique repetitive pattern like hand-flapping, prefer swinging, spinning and jumping.
routine & ritual Like spinning wheel on car or watching wheel rotate, or complete a puzzle in the same order every time.
Pre-occupation with parts may interest in parts of toys rather than whole object, always fascinated with moving objects like watching spinning wheel, like to collect small objects such as button or twigs.
sustained unusual play on certain object
CHIlDREN IN THE CITy CHIlDREN IN THE CITy
4.3.4.1 diagrammatic proposal - strategies & opportunities 4.3.4.1 diagrammatic proposal - strategies & opportunities
... a place where less people and less sensory issues, if something goes wrong, it is safer to ease out. (autism support Network, 2011)
strateGies aNd PLaNs
allowing quality, diversity, inclusivity and fairness
the aim is to facilitate play for children with neurological impairment to use the same play equipment as all people.
use PLaY to make city more legible and easier for children with autism to participate
the intention is to transform parks to become a soothing spot in the city, to allow children with autism develop their sensory engagement in a calm and accepting environment until their behaviours are ready to 'big' city.
working with existing play spaces
the main places for children are the parks on the periphery of the city centre (Gehl, 2011). there are few existing play spaces in city Park as shown in next page. New sensory play tools can be placed seemingly and thoughtfully, without overcrowding the parks.
transforming public parks in Launceston to become public play spaces with the implementation of sensory integration activities
the parks have a lot of potential to develop nature-based play which blend natural materials like environmental art, vegetation, water feature, together with traditional play equipment. in this research, one more type of play feature will be included - sensory integration activities, to facilitate the concept of inclusive play space.
caN a Park Be more thaN a PLaYGrouNd ?
location of playground
Source : Launceston City Council 2010 Fig. 19 Launceston City is bounded by a number of fine parks but the connections between the parks are not strong (Gehl, 2011).
royal Park Brickfield Reserve
Fig. 20
