Why do children with special needs and children on the autism spectrum need adapted play?
Every child needs play. Through play, a child explores the world, develops their body, builds relationships, tests their abilities and learns to understand themselves and others. For children with special needs and children on the autism spectrum, play is often even more important, as it can offer them a safe space to unwind, learn, socialise and explore through their senses.
Autism spectrum conditions are very diverse. Autistic children may differ in the way they communicate, interact socially, behave, learn, move and pay attention. Some may find transitions between activities difficult, or may be sensitive to certain sounds, lights, touch or crowds, while others may have a greater need for routine, predictability or the chance to withdraw to a quieter corner. The World Health Organization describes autism as a spectrum that can involve differences in social communication, patterns of behaviour and responses to sensory input. The CDC likewise emphasises that autistic children may have different ways of learning, moving and paying attention.
This is precisely why it is not enough simply to offer a child a space to play. It matters that the environment is safe, easy to understand, predictable enough and at the same time stimulating enough. Children with special needs need a space where they are not judged by what they cannot do, but are instead given the chance to show, in their own way, what they can do.
Play is not just fun, it is an important part of development
For children, play is not something incidental. Play is how they learn. Through climbing, a child develops balance and coordination; through touching different materials, they discover sensory input; through play with peers, they develop social skills; and through imaginative play, they develop imagination, speech and an understanding of the world.
For children with special needs, this process may be slower, different or more delicate, but it is no less important. UNICEF points out that play can help children with special needs develop motor and cognitive skills in a fun and inclusive way. Play can allow a child to try something without pressure, without a sense of failure and without having to do everything “the way the others do”.
This is key. Children do not always need extra pressure. Often they need just the opposite – a space where they can relax, explore and develop at their own pace.
Why does the sensory environment matter so much?
Many autistic children and children with special needs perceive their surroundings differently. Some may be very sensitive to loud sounds, bright lights, touch, smells or crowds. Others actively seek out certain kinds of input – movement, spinning, pressure, climbing or touching different textures, for example.
The National Autistic Society explains that autistic people can be more or less sensitive to sensory experiences than other people, which means that certain sounds, lights, smells, textures or touch can quickly become overwhelming. This means that for one child a playground can be a wonderful opportunity to explore, while for another it can be too intense if the environment is not set up properly.
That is why it is good for a child to have a choice. Some children need movement, others a quieter corner. Some want company, others need more time before they join in. Some children begin simply by watching and only then start to take part actively. And that is perfectly fine too.
Autistic children do not need isolation, they need understanding
One of the biggest mistakes we can make as a society is to unintentionally exclude children with special needs because we assume it would all be “too much” for them. The truth is different. These children need to be included, but in a way that is safe, respectful and adapted to them.
This does not mean we should push a child into playing with others. It means giving them the chance to join in when they are ready. Not rushing them. Not insisting on eye contact if it makes them uncomfortable. Not punishing behaviour that may be the result of feeling overwhelmed. Understanding that a child is sometimes not “playing up”, but telling us something through their behaviour.
In autistic children, social communication, interaction and patterns of behaviour may be different, so it is very important that we as adults do not jump to conclusions, but try to understand the need behind what the child is doing.
What makes an indoor playground suitable for children with special needs?
A suitable indoor playground is not simply one with lots of equipment. A suitable indoor playground is one where a child feels accepted.
It matters that the space offers plenty of opportunities for movement, climbing, exploring and relaxing, while also having corners where a child can withdraw if they need a break. It matters that the staff understand that children are different and know how to listen to parents. It also matters that parents tell us on arrival what helps their child, what the child is afraid of, which kinds of input might unsettle them and how best to calm them.
At Bambino in Supernova Novo mesto, we want to create a space where play is not only fun, but also an opportunity for development, confidence and an enjoyable experience for children and parents alike. The playground covers more than 220 m², which allows for different types of play, movement and activities.
Alongside free play, an important part of our story is also Bambino Lab, where learning, a special-education approach and an understanding of child development come together. This is especially important for children who need a more individual approach, more structure, or support with learning, attention, communication and confidence.
What can parents do before visiting the playground?
For children with special needs, preparation is often very helpful. At home, parents can tell their child where they are going, what they will see there, how long they will stay and what will happen after the visit. For some children, it also helps to look at photographs of the space beforehand, or to keep the first visit short.
It is important that a child does not get the feeling that they have to join in with other children straight away. Sometimes simply coming into a new space is a big step. If a child watches at first, that is part of the process too. If they need a break, that should be respected. If they want to return to the same activity again and again, that may be their way of creating a sense of safety.
Our view: every child should have the chance to play
Children with special needs and children on the autism spectrum do not need a perfect environment. They need an environment where we adults try to understand them. They need a space where they can play in their own way. They need people who see not just a diagnosis, but a child.
At Bambino, we believe that play should be accessible, enjoyable and inclusive. Some children will race around the equipment, others will explore the sensory corners, and others again will need more time to relax. All of this is part of childhood.
Most important of all is that a child feels: I am accepted here.
Conclusion
Play is of tremendous value to children with special needs and autistic children. It helps them with movement, socialising, communication, sensory exploration, confidence and emotional regulation. But the environment has to be prepared with understanding.
That is why, at Bambino, we do not want to be just a place where children come to burn off energy. We want to be a place where children feel safe, accepted and encouraged – each in their own way.