Who for?


       People with Intellectual Disabilities at all ages, parents and other relatives of the people with intellectual disabilities because of the game will be developed in such a way that combines a low intellectual difficulty with an adult design and psychology. Schools, universities, institution dealing with them.
     Children and adults with intellectual disability share an attribute with all other minority groups: they are different. The difference may be real or perceived, but the effect is substantial. The difference begins with the altered expectations of parents when they learn about the prospect of cognitive disabilities. 

      When one examines the characteristics of difference for an individual with an intellectual disability, one notes several components, all of which are to some extent dynamic. First is the matter of achievement and performance, in the measured or standard sense. This matter is linked to the functional limitation present, of cortical origin. The second dissimilarity is that of requirements for services provided to the individual and family to allow maximal realization of potential. A third difference can be that of participation in life events and sequences, or involvement in the usual experiences of growth and daily living. For a child with intellectual disability, this has a considerable cultural prescription.


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