The Recognition of Early childhood Special Education Teacher's and Early childhood Education Teacher's on Factors Related to Inclusion of Young Children with Developmental Delays and Implementation for Early Childhood Education Curriculum

Special needs children have different needs compared to typically growing children in various aspects of life. Their learning is hampered due to the difficulties they face in the normal way of learning. Special education practices have been adopting various play-based methods to address special needs children's difficulties and needs. This research reviews toy play as a learning method and its importance in young special needs children's education. The paper takes different perspectives on play and how it is characterized. A study of Toy Play taxonomies is also presented from the perspective of the learning needs of special needs children. Three prominent special education approaches are studied, and a synthesis of how to play fits into these approaches is presented. The future of toy play and further research areas is discussed. Early childhood play is a normal phenomenon that has much use in early intervention, early childhood special education, and early childhood education. Among these areas, there are still many disagreements about how to characterize and use play. These tensions jeopardize evaluation, action, and curriculum planning practices, as well as their links to science and practice. This essay examines play in early learning, early childhood special education, early childhood education, and how play is viewed and used in these settings.

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Learning within the Context of Play: Providing Typical Early Childhood Experiences for Children with Severe Disabilities

Journal of the Association for Persons with Severe Handicaps ◽

10.1177/154079699301800205 ◽

1993 ◽

Vol 18 (2) ◽

pp. 121-129 ◽

Cited By ~ 15

Author(s):

Mary Frances Hanline ◽

Lise Fox

Keyword(s):

Special Education ◽

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

Best Practice ◽

Severe Disabilities ◽

Childhood Experiences ◽

Education Practice ◽

Childhood Education ◽

Students With Severe Disabilities

Early childhood educators regard child-initiated, child-directed, teacher-supported play as the primary context in which young children learn, whereas special educators have relied more heavily on teacher-directed activities that are focused on specific skill development. The purpose of this manuscript is to suggest that a play-based environment is the most natural instructional context for young children with severe disabilities. The application of a play-based curriculum requires neither an abandonment of effective instructional special education practice nor a violation of early childhood education best practice. Adopting such an approach, however, does represent a conceptual step away from existing practice. Further, allowing play activities to form the foundation on which effective instruction and classroom organization are built requires the utilization of best practice in the fields of early childhood education and early childhood special education in conjunction with effective practices for educating students with severe disabilities.

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