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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

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Updated: Jun 23, 2026

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
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Published on: June 20, 2020

Developing a smart playing program for children diagnosed with disabilities: a pilot study.

Dahae Rim1, Hyunsook Shin2, Hyejin Jeon2

  • 1College of Nursing, Chonnam National University, Gwangju, Korea.

Disability and Rehabilitation. Assistive Technology
|June 21, 2026
PubMed
Summary
This summary is machine-generated.

This study developed a smart care play program using information and communication technology (ICT) to enhance play for children with disabilities. The program showed initial feasibility, though device challenges require further development.

Keywords:
Children with disabilitiesliving labplay and playthingssmart care playsocial inclusionvirtual play

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Area of Science:

  • Child Development
  • Assistive Technology
  • Rehabilitation Science

Background:

  • Play is crucial for child development, especially for children with disabilities.
  • Information and Communication Technology (ICT) can overcome play barriers for disabled children by enhancing accessibility and engagement.
  • Smart care play programs offer innovative solutions for inclusive play experiences.

Purpose of the Study:

  • To develop and evaluate a smart care play program tailored for children with disabilities and their families.
  • To integrate ICT solutions to improve play accessibility and engagement for children with special needs.
  • To assess the feasibility and satisfaction of a novel smart care play intervention.

Main Methods:

  • A mixed-methods approach was employed within a Living Lab framework for program development and evaluation.
  • Co-design involved mothers of children with disabilities, healthcare professionals, and therapists to create a play matrix and seven program prototypes.
  • Pilot testing with nine children with disabilities utilized Kinect or eye-tracking devices, followed by satisfaction assessment via focus groups and questionnaires.

Main Results:

  • Participant needs analysis identified requirements for safe, developmentally supportive, tailored, engaging, and credible play activities.
  • Thirty-eight expert-validated play programs were created, adaptable to individual physical functioning levels with four difficulty settings.
  • Children and families reported satisfaction, highlighting immersion promotion, program benefits, and some estrangement from the smart care play elements.

Conclusions:

  • The smart care play program demonstrated initial feasibility in promoting play participation for children with disabilities.
  • Further refinement is necessary to address device-related challenges encountered during the pilot study.
  • The findings support the potential of ICT-integrated play solutions for children with diverse needs.