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

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Abstract
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.