{"id":{"repo_id":"lincoln","oai_identifier":"oai:researcharchive.lincoln.ac.nz:10182/15283"},"canonical_url":"https://search.dev.ndltd.org/etd/lincoln/oai:researcharchive.lincoln.ac.nz:10182/15283","repository":{"repo_id":"lincoln","name":"Lincoln University","base_url":"http://researcharchive.lincoln.ac.nz/dspace-oai/request"},"display":{"title":"Play and the handicapped child : A dissertation [Diploma in Parks and Recreation, Lincoln College]","abstract":"Before beginning to look at playgrounds for the handicapped child, it is necessary to look at handicapped children in general, to see what they can gain from play, what they need from play, and how far their needs can be provided for, in spite of their handicaps. I will look firstly at what the handicapped can gain from play and then I will examine the main types of handicaps (physical, mental and behavioural) and the problems and/or difficulties that these give for the child in his play and proffer suggestions as to how playgrounds can be amended or designed to accommodate these children. I would emphasize now that these categories are arbitrary in many ways as many children have multiple handicaps or do not fit definitely into one category or another. However, these children will just need a combination of the conditions suggested in the other categories - the combination depending on their handicaps. I have used the categories only because it will enable suggestions to be more easily related to the analysis and explanation of the types of disability. Each handicapped child will obviously need different play for his development, and the programming and direction of their play is the business of the psychologist, behaviourist, physiotherapist or doctor. Those designing or administrating playgrounds cannot obviously provide the exact and detailed environment needed by each handicapped child; it can however provide extensive and varied situations and experiences in which most of' these children can develop. This study is based mainly upon my own observation of, and experiences with children from the School for the Physically Handicapped in Worcester Street, Christchurch and the Wa-Cra School for the Intellectually Handicapped in Waddington Drive, Lower Hutt.","abstract_html":"Before beginning to look at playgrounds for the handicapped child, it is necessary to look at handicapped children in general, to see what they can gain from play, what they need from play, and how far their needs can be provided for, in spite of their handicaps. I will look firstly at what the handicapped can gain from play and then I will examine the main types of handicaps (physical, mental and behavioural) and the problems and/or difficulties that these give for the child in his play and proffer suggestions as to how playgrounds can be amended or designed to accommodate these children. I would emphasize now that these categories are arbitrary in many ways as many children have multiple handicaps or do not fit definitely into one category or another. However, these children will just need a combination of the conditions suggested in the other categories - the combination depending on their handicaps. I have used the categories only because it will enable suggestions to be more easily related to the analysis and explanation of the types of disability. Each handicapped child will obviously need different play for his development, and the programming and direction of their play is the business of the psychologist, behaviourist, physiotherapist or doctor. Those designing or administrating playgrounds cannot obviously provide the exact and detailed environment needed by each handicapped child; it can however provide extensive and varied situations and experiences in which most of' these children can develop. This study is based mainly upon my own observation of, and experiences with children from the School for the Physically Handicapped in Worcester Street, Christchurch and the Wa-Cra School for the Intellectually Handicapped in Waddington Drive, Lower Hutt.","abstract_has_math":false,"creators":["Artemiev, Boris"],"institution":"Lincoln College, University of Canterbury","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1973,"date_issued":"1973","date_published":"1973","updated_at":"2026-07-24T02:50:30Z","subjects":["playground design","recreational facilities","disabled children","ANZSRC::330399 Design not elsewhere classified","ANZSRC::420799 Sports science and exercise not elsewhere classified"],"languages":["en"],"rights":["Digital thesis can be viewed by current staff and students of Lincoln University only. If you are the author of this item, please contact us if you wish to discuss making the full text publicly available."],"rights_urls":["https://researcharchive.lincoln.ac.nz/pages/rights"],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10182/15283","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Artemiev, Boris"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["1973"]},{"key":"dc:publisher","label":"Institution","values":["Lincoln College, University of Canterbury"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["playground design","recreational facilities","disabled children","ANZSRC::330399 Design not elsewhere classified","ANZSRC::420799 Sports science and exercise not elsewhere classified"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["https://researcharchive.lincoln.ac.nz/pages/rights","Digital thesis can be viewed by current staff and students of Lincoln University only. 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I would emphasize now that these categories are arbitrary in many ways as many children have multiple handicaps or do not fit definitely into one category or another. However, these children will just need a combination of the conditions suggested in the other categories - the combination depending on their handicaps. I have used the categories only because it will enable suggestions to be more easily related to the analysis and explanation of the types of disability. Each handicapped child will obviously need different play for his development, and the programming and direction of their play is the business of the psychologist, behaviourist, physiotherapist or doctor. Those designing or administrating playgrounds cannot obviously provide the exact and detailed environment needed by each handicapped child; it can however provide extensive and varied situations and experiences in which most of' these children can develop. This study is based mainly upon my own observation of, and experiences with children from the School for the Physically Handicapped in Worcester Street, Christchurch and the Wa-Cra School for the Intellectually Handicapped in Waddington Drive, Lower Hutt."]},{"key":"dc:format","label":"Dc Format","values":["20 pages"]},{"key":"dc:title","label":"Title","values":["Play and the handicapped child : A dissertation [Diploma in Parks and Recreation, Lincoln College]"]}]}],"canonical_facts":{"dc:creator":["Artemiev, Boris"],"dc:date":["1973"],"dc:description":["Before beginning to look at playgrounds for the handicapped child, it is necessary to look at handicapped children in general, to see what they can gain from play, what they need from play, and how far their needs can be provided for, in spite of their handicaps. I will look firstly at what the handicapped can gain from play and then I will examine the main types of handicaps (physical, mental and behavioural) and the problems and/or difficulties that these give for the child in his play and proffer suggestions as to how playgrounds can be amended or designed to accommodate these children. I would emphasize now that these categories are arbitrary in many ways as many children have multiple handicaps or do not fit definitely into one category or another. However, these children will just need a combination of the conditions suggested in the other categories - the combination depending on their handicaps. I have used the categories only because it will enable suggestions to be more easily related to the analysis and explanation of the types of disability. Each handicapped child will obviously need different play for his development, and the programming and direction of their play is the business of the psychologist, behaviourist, physiotherapist or doctor. Those designing or administrating playgrounds cannot obviously provide the exact and detailed environment needed by each handicapped child; it can however provide extensive and varied situations and experiences in which most of' these children can develop. This study is based mainly upon my own observation of, and experiences with children from the School for the Physically Handicapped in Worcester Street, Christchurch and the Wa-Cra School for the Intellectually Handicapped in Waddington Drive, Lower Hutt."],"dc:format":["20 pages"],"dc:identifier":["https://hdl.handle.net/10182/15283"],"dc:language":["en"],"dc:publisher":["Lincoln College, University of Canterbury"],"dc:rights":["https://researcharchive.lincoln.ac.nz/pages/rights","Digital thesis can be viewed by current staff and students of Lincoln University only. 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