Why Disabled Digital Play Matters
When we think of play, many of us picture long days outdoors, kicking a football in the park, playing cricket with friends, or building imaginative worlds with bricks on the living room floor.
“Enter into children’s play and you will find the place where their minds, hearts, and souls meet.”– Virginia Axline, Pioneer of Play Therapy.
In Northern Ireland, the traditional game of “kirby” (throwing a ball from one side of the street to another to try hard to hit the kerb) was seen frequently in the late 80s when cars were a rarity.
For many, childhood play meant freedom, creativity and connection, shaped by the time and place we grew up in.
We can all remember acting out the “house” or “doctor” corner in school, and spending hours of the summer holiday playing outdoors and only returning when the streetlights came on.
Play in its simplest form allows children to act out adult themes such as working as a vet, counting money in the bank, stacking shelves in the shop, playing doctor or nurse or building a house with building blocks.
We only need to look at how play has evolved over the last century to see its lasting importance. Even those instantly recognisable interlocking plastic bricks( we won’t mention the name), now marketed to adults, are drawing people back into the world of play, with many happily spending significant amounts on sets that reconnect them with the joy and creativity of childhood.
Play is far more than entertainment. It helps children explore the world around them, act out future roles, and develop essential life skills. Through play, children learn how to communicate, solve problems, understand rules, and experience both winning and losing. These early experiences help build the confidence and resilience needed later in life.
The barriers disabled children face
For disabled children, access to play is not always equal.
Disabled children find themselves lost in the play world due to speech and language difficulties/physical disabilities and/or sensory overload.
Play takes place around disabled children rather than including them in a world where the word inclusion is used in some cases as a tokenistic gesture and not a palatable outcome.
While some will use online play to ensure that the connection to the outside world, albeit in digital form, is present; others will be limited to digital play due to physical disabilities. The difference doesn’t make it any less rewarding or important, but ensuring safety and the choice of traditional outside play is given as a priority where possible.
The importance of digital play
Digital play can open up opportunities for connection, creativity and participation that might otherwise be limited. For some disabled children, it provides a way to engage with others, express themselves, and explore the world in a way that suits their needs. For others, particularly those with physical disabilities, digital play may be the most accessible form of play available.
Importantly, digital play should not be seen as a lesser alternative. It can be just as valuable and enriching as traditional play. It allows children to socialise, learn and imagine in ways that are accessible to them.
However, choice remains key. Where possible, disabled children should have access to both digital and non-digital play opportunities, with the right support in place to ensure safety, inclusion and enjoyment.
Creating inclusive play for all
The goal should not be to replace traditional play with digital alternatives, but to ensure that all forms of play are inclusive and accessible. This means designing environments, tools and experiences that consider the diverse needs of all children.
True inclusion goes beyond language. It requires practical changes that allow every child to take part, whether that is through adaptive equipment, inclusive playgrounds, or accessible digital platforms.
About the author
Ruth works in Family Fund’s Policy and Public Affairs team as Policy and Public Affairs Manager in Northern Ireland. She is a qualified play therapist with over 22 years’ experience working with children and young people in a range of play-based settings.
Ruth is passionate about ensuring every child’s right to play is recognised and delivered in a way that is inclusive, accessible and meaningful. She continues to advocate for play opportunities that meet the needs of all children, both in schools and in the community.