PSN Issue
2009 Toys“R”Us Toy Guide
for Differently-Abled Kids
Safe Play Tips for Children with Special
Needs
Through the magic of play, all
children can experience victories, imagine new worlds and share the joy of
learning. But accidents can happen and rates of accidental injury are higher among children with special needs. This includes children with physical and psychological
disabilities, and is especially true for children with cognitive,
emotional and social limitations.
While basic safety rules apply to all children,
regardless of ability, the delivery of the message should be tailored to ensure
a “differently-abled” child truly understands and
internalizes how to play safely. To make sure playtime is a positive,
memorable learning experience for your child, following is a list of tips to
help minimize playtime risks among children with special needs:
· Never Leave a Child
Unsupervised: It is especially critical that
a child with special needs is properly supervised by an adult or trusted caregiver
at all times.
·
Read
Labels for Ability: Check toy packages for age grading, but choose toys that
correspond with a child’s learning level rather than merely matching a toy with
his/her actual age. Toys that are misused or inappropriate for a particular
child’s abilities can pose a risk of injury.
· Survey the Play Area: Designate a specific area of the home for regular playtime
– one void of hazards, such as electric wires across the floor that a
child could trip over, hanging cords that could cause strangulation and pools
or windows that a child could fall in/through. Safety gates or other barriers can
also be helpful in keeping children away from areas unfit for their age or
abilities.
· Establish Concrete Rules: Before playtime begins, discuss basic guidelines
about what areas are off limits (i.e. the street, the roof or the pool). Make the
message clear by saying, “Never go past this line without mommy” and “Yell, HELP! if you
are hurt, lost or scared.”
· Use Visual Warnings: Post notes with phrases, such as, “Don’t Touch!” and
“Off Limits!” on toys for older children, as well as power tools, the stove,
the kitchen drawers or any other potential source of injury; doing so can help
a developmentally challenged child distinguish between an appropriate toy and
an object that may be dangerous.
· Review and Repeat: After setting playtime rules, create visual reminders
to post somewhere in the house or play area to serve as a constant reminder to
the child. Also, ensure a child grasps the message by prompting him/her with
hypothetical situations, such as, “What do you do when a ball rolls into the
street?” and “What could happen if you play near the pool?”
· Prepare for Off-Site Play Dates: When scheduling a play date out of the
home, pack a First Aid kit for the guardian to carry and a Child ID package to
put in the child’s pocket or backpack, inclusive of the child and parent/guardian’s
name, emergency contact information and instructions (i.e. allergies,
illnesses/disabilities and medicinal protocol).
· Safe Storage: Teach children to put toys away so they do not pose a tripping hazard. Store an older child’s toys in a separate storage bin and regularly check for toys that may become worn, damaged, or have missing parts.
·
Avoid Trigger
Toys: For children who are prone
to seizures, it’s best to avoid spinning or flashing toys. Opt for toys that have
volume control for children who are adversely affected by loud noises. And make
sure children have the postural stability to utilize ride-on vehicles and
wagons.
Disclaimer: All information on this site is of a general nature and is furnished for knowledge and understanding only.