Motivation in pediatric rehabilitation should be comprehensively assessed within a theoretical framework as there are indications that motivated children have better rehabilitation outcomes, depending on the aspect of motivation.

Participation, defined as 'involvement in life situations' according to the World Health Organisation, is a well-recognized concept and critical indicator of quality of life. In addition it has become an important outcome measure in child rehabilitation. However, little is known about the level of participation of young children with Developmental Disabilities. The aim of this study was to capture their subjective experiences of participation. An adapted informed consent based on a comic strip was used to get the children's assent. A Photo Elicitation study was used, in which photographs were taken by the children when they were involved in meaningful activities. The photographs were then used to facilitate communication with the children and to initiate in depth-interviews. Forty-seven interviews with 16 children between five and nine years were conducted based on their photographs. This method generated rich data, confirming that young children with Developmental Disabilities were able to inform us accurately on their experiences of participation. Data was analysed by means of an inductive thematic analysis. Results showed that children perceived their participation as satisfying when they can play, learn and join in family gatherings resulting in feelings of inclusion, recognition and belonging. When there are-on occasions-moments that their participation was obstructed, the children used two strategies to resolve it. Or they walked away from it and choose not to participate, or when autonomously motivated for the activity, they relied primarily on their context (i.e. mothers) as enabling their participation. Related to the data, children discussed themes related to their person, activities, connections and mediators between those themes. These themes fit well within earlier and current research on the subject of participation.

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The work of the LUDI network, established and funded by COST in 2014, is underpinned by a commitment to the right of children and young persons with disabilities to recreation and play, as stated in international Conventions on the Rights of the Child and Rights of Persons with Disabilities. These human rights conventions place signatories under an obligation to put in place an appropriate set of entitlements, actions and resources to ensure their implementation. Importantly, the LUDI network recognises the importance of play and recreation for children with disabilities in and of itself -that is, play for its own sake -and its centrality to children and young people's overall well-being and quality of life. Play and recreation is more than an enabler or a tool in relation to social, educational, physical and psychological development and health promotion/maintenance. Play has intrinsic value to all children.This book examines the environmental barriers to play and recreation in everyday worlds of children and young persons with disabilities as identified within current literature. We commence with a brief overview of the work of the LUDI network, a COST TD Action TD1309 project, to provide context. We then provide a brief overview of the interdisciplinary nature of play studies (Henricks, 2008). We consider how play has changed in recent decades and what is known about play and recreation for children and young persons with disabilities. This is followed by a closer examination of the Convention of the Rights of the Child (1989), Convention of the Rights of Persons with Disabilities (2008) and General Comments 9 (2007) and 17 (2013) as they relate to play and recreation for children and young persons with disabilities. Since disability is a contested concept, we next outline our definition of disability and justify our use of the International Classification of Function, Disability and Health (ICF; WHO, 2002), International Classification of Function, Disability and Health-Children and Youth (ICF-CY; WHO, 2007) and associated terminology. Finally, we provide a detailed narrative review of existing research and knowledge surrounding play for children with disabilities within four key locations/spaces. Play and recreation does not occur in a 'vacuum ' (Meires, 2007); it happens 'somewhere' in a physical, social and cultural setting (Barron, 2013). The locations where children with disabilities engage in play and the influences on their choice of location and activity have only recently begun to be explored, and there is need for further research in this area. Children of course play wherever they are (NCB, 2002). Reading across literature in Children's and Childhood Studies and the reports by organisations such as the National Children's Bureau (UK) and Play England, four key locations for play, each broadly defined, can nevertheless be identified as important venues for children's play: the home, educational settings, the built environment and the natural environment. In this book, we focus on each of these lo...