ABSTRACT
Play has usually been provided in programs for typically developing children and frequently restricted to children with diverse needs, that is, children (a) with disabilities, (b) who are at risk, and (c) with linguistic and cultural differences. Many programs for these children concentrate exclusively and consistently on confi ned teaching methods to assist children to cope with diffi culties caused by their specifi c disability, including cultural diversity, which many educators consider a disability. These educators focus on ways to remedy the children’s disability and view play as irrelevant to the education of children with diverse needs. These educators often believe that the children with diverse needs are incapable of playing.
