Second LUDI Training School


The School was organised into lectures and practical activities and the Trainees were divided into multisciplinary teams. The Trainees had the opportunity to gain knowledge and experience about the main topics by engaging with the voices of children with disabilities, parents, educators and therapists and other significant stakeholders who were invited to be part of the event.

For the programme, check here

Expected outputs

The Training School would like to allow the Trainees to achieve the following competences/objectives:

  • understanding and elaborating on concepts like play, inclusive play, play for the sake of play, play-like activities, playfulness, playability, toy, the cultural influence on play;
  • understanding and elaborating on the daily challenges for children with different types of impairment, aged 0-18 years, regarding play, play opportunities, playfulness, toys and the environmental influence;
  • identifying the ableist norms and values (e.g. expectation about human capacities (or abilities) and modalities of functioning, ‘expected traits’ of players etc.) embedded within ‘mainstream’ products, environments and also types of play and games, and try to challenge and overcome them during the experimental activities.
  • besides the new knowledge, participants will get the opportunity to apply this in working in subgroups together with children and their challenges regarding playing with toys.


The LUDI Training School involved Trainees with different degrees (BSc, MSc., PhD, post-doc) and from different professional backgrouds. In fact, the purpose of the School was to bring together Trainees from different research fields such as: psychology, social sciences, sociology, occupational therapy, design, engineering, computer science, communication designers, etc.

The following image reports, in lines 1-51, the final list of the participants to the Training School:


Criteria to select the applications 

The following criteria had been used to process the 68 applications to the School and draw up the Trainees’ ranking; the criteria were related to the COST rules and to the objectives of the Training School:

  1. assuring the gender balance required by COST;
  2. selecting at least one participant per country, to preserve the country balance required by COST;
  3. being a LUDI member is not required, but it gives priority;
  4. equal proportion (size of) between humanistic (education/health) and technological (engineering/design) fields, to assure the needed balance between the scientific areas, for the didactic purposes of the Training School;
  5. previous experiences in the field of “play for children with disabilities”;
  6. Inclusiveness Target Countries (ITC) have priority;
  7. younger age;
  8. persons who did not attend the first LUDI Training School have priority;
  9. persons belonging to full-COST Countries have priority; you can check here if your country is on the list.

Eighteen grants had been provided by the COST Action TD1309 “LUDI – Play for Children with Disabilities” (positions 1-18).

Four additional grants had been provided by the LUDI Grant Holder, the Università della Valle d’Aosta (position 19-22).

Fifteen Trainees participated in the School thanks to their personal budget (position 23-37).

Fourteen Trainees took part to the School as students involved in the bachelor and master degree courses of the hosting institution, the Università degli Studi di Bergamo (position 38-51).


Scientific Committee

Serenella Besio, Università degli Studi di Bergamo (I)
Daniela Bulgarelli, Università della Valle d’Aosta (I)
Iolanda Iacono, Glitch Factory S.r. l. (Spin-off of the University of Siena, I)
Rianne Jansens, Zuyd University of Applied Sciences (NL)
Odile Perino, Centre National de Formation aux Métiers du Jeu et du Jouet (F)

Organizing Committee

Serenella Besio, Università degli Studi di Bergamo (I)
Nicole Bianquin, Università della Valle d’Aosta (I)
Daniela Bulgarelli, Università della Valle d’Aosta (I)
Pedro Encarnação, Universidade Católica Portuguesa (P)