Selecting, Adapting, and Applying Toys as Learning Tools for Handicapped Children

Mary Beth Langley

12 citations0/0 files storedTopics in Early Childhood Special Education

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Developmental and Educational Neuropsychology Early Childhood Education and Development Child Therapy and Development

Abstract

Handicapped children's responses to toys vary as a function of sensory and response limitations, cognitive delays, and the quality of experiences provided. Each developmental difficulty (motoric, visual, auditory, emotional, cognitive) generates special developmental needs that must be recognized and considered when planning play activities and selecting and using toys. This article focuses on criteria for selecting, adapting, and using toys for each developmental problem.

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1986The education and training of the mentally retarded 1981From exploration to play: A cross-sectional study of infant free play behavior.

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2010Training Teachers to Promote Pretend Play in Young Children with Disabilities 2003Increasing toy play among toddlers with multiple disabilities in an inclusive classroom: a more-to-less, child-directed intervention continuum 1989Factors Influencing the Selection of Toys for Handicapped and Normally Developing Preschool Children

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