Several children such as those with disabilities are growing up in changing world characterized by dramatic shifts in what all children are expected to know and be able to do. Higher and tougher standards of learning for students are focusing on narrow view of learning. Consequently, students have less time and opportunity to play than did children of previous generations as few would disagree that the primary goal of education is student learning and that educators, families, policymakers bear the responsibility of making learning accessible to all children. Decades of research has documented that activities related to play has crucial role in optimal growth, learning, and development of children from infancy through adolescence. The need is being challenged, so children’s right to play must be defended by adults, especially educators and parents to advocate strongly in support of play for children with disability.
(2003) indicated that the “field of early intervention/earlychildhood special education has emerged as a primaryservice for infants and preschool children with disabilitiesand their families as such systems for providing early interventionfor infants and toddlers exist in every state, stateDepartments of Education are responsible for special educationfor preschool children” (). In early intervention, unified theory of practicehas emerged and draws from a range of psychological and educationaltheories and strong, evidence-based set of practices that serviceproviders and caregivers use to promote the development andwell-being of infants and young children with disabilities andtheir families underlies this theory of practice (2003).
(1994) studied on “theoretical and practical conceptualizations in thefield of early childhood special education are limited in theirattention to the sociocultural context in which developmentoccurs as there argues for paradigmatic shift away fromthe individualistic models of development and learning to social constructivist model that stems from views of learningand development first articulated by and since expandedupon by and others” (). Thus, some shift is supportive of the current press for more inclusive classroom practices throughan emphasis on the sociocultural context, the role of socialactivity including instruction in learning, andthe contributions of learners to their own development. Principlesfor inclusive early childhood practice are explicated basedon the concepts of classrooms as communities, learning as sociallymediated, curriculum as contextually relevant and problem based, assessment as authentic and personally meaningful (1994).
Some educators have advocated the use of the DevelopmentallyAppropriate Practice approach in preschool programs for young childrenwith special needs as there review rationale andbasic premise of Developmentally Appropriate Practiceapproach and early childhood special education as highlightareas in which developmentally appropriate practice guidelinesoverlap those of early childhood special education. Thepoint out of insufficiencies of these guidelines for planning,carrying out, and evaluating early childhood special educationprograms. The offering of suggestions for standards that should guide evaluationof programs that serve young children with disabilities.
‘Several results from early intervention evaluation studiesare described in relationship to their impact on parent-childinteraction as measured by the Maternal Behavior Rating Scale.Intervention studies included the Infant Health and DevelopmentProgram, the Longitudinal Studies of the Effects and Costs ofAlternative Types of Early Intervention, the Play and LearningStrategies Program, and the Family Centered Outcome study. There indicated that intervention effects on child development were unlikely to occur unless mothers modified their style of interacting with their children. Although indicated that mothers of children who participated in interventionmodified several different parameters of interactional style,only their level of responsiveness was positively associatedwith their children’s developmental outcomes upon relationship to child-focused and relationship-focused models of early intervention’ (1998).
(1995) noted that, “integration or inclusion of children with disabilitiesinto public school and community based educational and childcare programs is imperative to the range of personnelworking in early intervention/early childhood special education.Thus, taking position that personnel embraceinclusion at the conceptual level but ignore or discount its implications at the applied or child level. The need for discussion ofthe policies and practices of inclusion as they may potentially affect individual children and families serves as basis foroffering series of recommendations for fostering successfulinclusion”.
(2000) have asserted, “inclusion of children with disabilities in programs withtheir typically developing peers is one of many changes that has occurred in the field of early childhood special educationover the last 20 years. Inclusion was initially viewed as placement issue, but it has become clear that for inclusionto be successful, children should not just be placed in an inclusivesetting but should be involved with their peers in ongoing classroomactivities and routines. They also should have opportunitiesfor learning new skills within the context of those activitiesand routines. The ample need for instructional approachesthat promote children’s learning in the context of activitiesand routines with their peers such as those classroom based interventions as they relate to promotinginclusion, addresses related challenges, suggests appropriate strategies”.
The essence of describing process of curriculum adaptation as being usedby teachers in an inclusive elementary school in order enhance the degree to which young children with mild to profounddisabilities were instructionally integrated in primary gradeclassrooms. The underlying assumptions of the process are describe, core components of the process. Case study is to be in utilization as for instance, “there had been three students with mild to profound disabilities to demonstratehow the process can be applied in content area subjects to optimizethe instructional inclusion of students, while not sacrificingthe individualized nature of instruction” (1994). Furthermore, ‘development of inclusive programs for children withdisabilities requires early childhood special educators andearly childhood educators to collaborate in an effort to developand implement effective programs that meet the needs of these children’. Also, developmentally appropriate practice have describe guidelines that early educators have determined to be appropriatepractice in early childhood programs (1994). The importance of play on child’s development cannot be understated. The ‘play gives children opportunities to understand the world, interact with others, express and control emotions, develop symbolic capabilities, attempt novel or challenging tasks, solve problems, and practice skills. Play may contribute to the development of posture, movement, self-sufficiency. There also appears to be a positive relationships between the frequency and complexity of children’s play and IQ, problem-solving, creativity, language and literacy, social competence describe development of play-based curriculum for children with disabilities’ (1999). ‘The distinction between general early childhood education and special education on the issue of the essential characteristics of play, developmental appropriateness, and an emphasis on teacher directiveness, external contingencies, and correct products may help explain the relatively small body of work focused on teaching preschool children with developmental concerns how to appropriately engage in play with toys. Appropriately designed intervention is not only compatible with the concept of play, many children require intervention to support their continued development. Exploring research in which object-related play skills of preschool children with developmental concerns are enhanced through intervention strategies and that guidelines for teaching toy play will be presented and strategies to promote generalisation and maintenance is needed accordingly’ (1999 ). The play-based environment as rather than the teacher-directed activities more typical of special education is natural instructional context for young children with severe disabilities. Utilization of best practices in the fields of early childhood education, early childhood special education, and education of students with severe disabilities will be recommended. There may be in terms of importanceof developmental considerations in selecting instructional objectives,usefulness of directly teaching play activitiesto children with developmental disabilities.
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