Introduction
Thirty-five years of research explore ways in which play in young children with disabilities differs in frequency, diversity, and complexity when compared to their typically developing (TD) peers (Frey and Kaiser 2011). Much of the research focuses on identifying the differences (often deficits) in the development of play skills among children with a range of impairments. Certain disabilities are attributed to presenting particular challenges such as: difficulty in communication and social interactions for children on the Autism Spectrum (AS); manipulation of objects of play in children with physical disabilities; limited exploration by children with a visual impairment or blindness. Research also focuses on the impediments to types of play (e.g., lack of symbolic play in children on the AS; difficulty in subject plot role play by children with severe cognitive disabilities). Some children with disabilities may have difficulty with transfer and generalization of skills...
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Adrian, S. (2019). Thinking Outside the (Toy) Box, Innovations in Play for Children with Disabilities. In: Peters, M., Heraud, R. (eds) Encyclopedia of Educational Innovation. Springer, Singapore. https://doi.org/10.1007/978-981-13-2262-4_7-1
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DOI: https://doi.org/10.1007/978-981-13-2262-4_7-1
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