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This website explains the importance of creating a classroom that supports students with disabilities or developmental delays. They provide many examples of how to do this for children of all ages that have disabilities.

The biggest piece of advice they provide is to see the child as a child first. Consider how every child is different and learns in different ways. Therefore, play is a perfect way to do this since there are no rules and allows the children to explore their environment freely.

The site suggests trying basic modifications for simple play activities that the child will enjoy. For example, if the student is painting and drawing, you can provide bigger easels that allow the students who struggle with writing small. This way they have a bigger canvas to create whatever they desire. Books can also be modified to have bigger text or include jumbo paperclips to make them easier to turn for children. There are many aspects of the environment that can be difficult for a child with a disability. However, altering it to fit their needs and allow them to participate in creative play will have a big impact on their development.

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Adapted from The Essentials: Supporting Young Children with Disabilities in the Classroom, by Pamela Brillante. Copyright © 2017 by the National Association for the Education of Young Children.

When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges. For some children, this will be their first time in a classroom, and they may struggle to follow routines and grasp concepts. Others will arrive having a lot of experience with books and language, and some may be dual language learners. A few children in your new class might have disabilities or developmental delays that impact their learning, social skills, or behavior.

You may be wondering, How do I support children with disabilities or developmental delays when I don't have any training to do that? All children learn best in a developmentally appropriate program that offers them the supports they need to participate successfully alongside their classmates. Many children with disabilities benefit from simple accommodations and modifications, while other children may need more specialized, individualized supports provided by special education professionals. These professionals will work with you, the children, and their families to help the children learn and thrive.

To be an effective teacher, remember that regardless of individual needs, children are first and foremost children-and best practices for young children are best practices for all young children. Here are some ideas to help you set the stage for a great year for everyone.

Try basic modifications

Painting and drawing: Some children have a hard time painting or drawing on a tabletop because it involves using very small muscles in the hands and wrists, which may not be developed yet. Try also setting up easels, which allow children to stand and use bigger arm movements that originate from the shoulders, which often is easier.

Books: Make board books available, and add jumbo paper clips to regular book pages to make them easier for children to turn. These modifications help children with motor delays but are also fun for everyone.

See the child as a child first

Each child is unique, and every child can learn. Look beyond a child's disability or label, and get to know her as a person. Observe children to discover what interests each one and to get ideas about what might motivate her. Talking and playing with children provides important opportunities for building trusting relationships. Set learning goals, choose strategies, and assess children's progress. And just as you do for all children, have high-but realistic-expectations for children with disabilities or developmental delays.

Reexamine your beliefs and knowledge

To be an excellent educator for all the children in your classroom, stay in touch with your inner teacher. Review both your understanding of child development and your toolkit of practices. Honestly examine your beliefs about children and families. Then think deeply about your responsibility to make learning-and the physical environment-engaging, developmentally appropriate, and accessible for all children.

Tap into the expertise of special education professionals

If a child has an identified disability or developmental delay, he receives services specified in his Individualized Education Program (IEP). The child's teacher should either be given a copy of the IEP or opportunities to review it. Don't hesitate to ask the special education teacher, early intervention coordinator, or administrator to explain anything that is confusing. They can help you adapt and modify your curriculum, physical space, materials, and educational expectations so the child can participate as fully as possible in classroom routines and activities. These professionals can also support you in identifying the child's strengths and interests, helping you find relevant ways to connect your teaching to each child.

Speech, physical, and occupational therapists who work directly with a child can also brainstorm adaptations and modifications with you. For example, for a child who has difficulty with balance and large motor control, a physical therapist could provide a special chair for the classroom and work with you to find other comfortable seating options that let the child be part of the group.

Make simple changes

Design the classroom space, routines, and activities so they are adaptable and can be used by the children in a variety of ways. This proactive approach supports children's strengths and can be modified to address children's needs. Plan activities that require more than one child's participation to accomplish a task. Instead of an adult always working with a child with a disability, pair the child with a peer buddy. Provide dress-up items with multiple ways to fasten them. Find ways to absorb background noise to avoid distracting children.

Strategies to try

While there are many strategies to support children with disabilities, here are a few.

Environment: Arrange the classroom furnishings so all children-including children with visual or physical disabilities-can move and maneuver around the room and learning centers by themselves. Make sure materials are within reach. Watch for classroom clutter and unstable flooring (throw rugs that move easily) that make the classroom space inaccessible for some children.

Routines: The best routines have a predictable beginning, middle, and end. Use visual supports, such as pictures or props, to teach children routines, help them stay engaged, and aid them in transitioning between different activities.

Peers: Peers who do not have disabilities can model positive prosocial and communication skills and demonstrate everyday routines that young children with disabilities can imitate. Classmates can also help children develop social relationships and increase their motivation to be part of classroom activities.

Noise: Managing noise in the classroom plays an important role in both learning and behavior. Loud classrooms affect a child's ability to understand increasingly complex language. Carpets and other sound-absorbing materials, like wall hangings, heavy drapes, felt, and chairs with tennis balls on the bottom of metal legs, all help reduce classroom noise.

Materials: Modifying materials in the classroom can have a big impact on independence. Add pencil grips to crayons and markers to make them easier for children with motor difficulties to hold. Gluing small knobs to puzzle pieces make them easier to pick up.Create opportunities for refugee parents to share their traditions.

Determine where individual children need more support

What do you expect children to do and learn during typical routines and activities? Consider this, then think about the supports you can provide to help a child with a disability be more independent and successful. Break down activities into smaller, more manageable tasks for her, and teach the tasks one by one. To help the child transition to a new activity, give her a picture or symbol of the area to show where to go next. If a child uses a nonverbal mode of communication (picture symbols, sign language), teach all of the children to use it.

Finally, trust your knowledge and instincts

Whatever the needs of the children in your classroom, learn to trust your instincts and rely on your professional expertise and judgment. Be willing to seek help from others who have valuable experience and knowledge to share with you. These are important things you can do not just for children with disabilities but for every child in your classroom!

COMMONLY USED SPECIAL EDUCATION TERMS

When there is a child with a disability or developmental delay in your class, you're likely to hear a dizzying variety of terms from special education professionals. Here are a few helpful definitions.

Assistive technology (AT): any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of children with disabilities. Assistive technology helps with speaking, seeing, hearing, learning, walking, and many other functions. Different disabilities require different assistive technologies (wheelchairs, walkers, braces, educational software, pencil holders, communication boards).

Developmental delay: a significant lag in a child's achievement of developmental milestones in one or more areas of development (cognitive, language, motor, social-emotional)

Disability: a physical or mental condition-such as hearing loss, cerebral palsy, autism, or Down syndrome-that affects the way the body works or develops and that significantly limits a person's abilities in one or more major life activities, including walking, standing, seeing, hearing, speaking, and learning [Americans with Disabilities Act (ADA) of 1990 (Public Law 101-336)]

Inclusion: the practice of educating children with disabilities in the same classroom as their same-age peers who do not have disabilities. Inclusion is part of the philosophy that people are more alike than different, that differences make classrooms and experiences richer, and that everyone-children with and without disabilities, families, educators, and communities-benefits when children are educated together.

Individualized Education Program (IEP): a written plan for a child between the ages of 3 and 21 that outlines the child's learning goals and the services to be provided to meet his educational needs

Individuals with Disabilities Education Act (IDEA) of 2004 (Public Law 108-446): the law that governs how states and agencies provide early intervention and special education services to children and young adults

Interdisciplinary (or multidisciplinary) team: a team of professionals who evaluate a child to determine whether a delay or disability exists and whether she qualifies for services

Least restrictive environment (LRE): the educational setting that allows a child-to the maximum extent possible-to be educated with his same-age peers who do not have disabilities

Referral: a formal request that is often made by families, physicians, or teachers to begin the special education evaluation process

Sensory processing issues: difficulty handling and responding to sensory input
Note: While you may occasionally hear the older term mainstreaming used to mean inclusion, the two are not interchangeable. Mainstreaming describes a child with a disability participating in a program with her peers for just part of the day or for specific activities where she can participate without the teacher making any changes to the activity. Inclusion is the philosophy that children can engage in activities with their peers even if those activities need to be adapted or modified in some way for children to be successful.
Author's note: Different terms, such as challenged, differently abled, and s pecial needs, are used to refer to individuals with disabilities. While these terms appear to be inoffensive and seem to emphasize positive qualities, they are euphemisms and are not frequently used in the disability advocacy community (Syracuse University Disability Cultural Center). The Essentials: Supporting Young Children with Disabilities in the Classroom (the book the information in this article is adapted from) uses "child with a disability," and we do also.

Photos © NAEYC/iStock

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Every Child Belongs: Welcoming a Child with a Disability

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When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges.

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How creative play experiences help students in each developmental domain

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How creative play experiences help students in each developmental domain

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Creative play is a crucial part of child development as it allows them to explore different aspects of the world freely. This allows them to build various skills that they will use throughout their educational journey. Each developmental domain is impacted by creative play in the following ways:

Social- Creative play usually involves multiple children which greatly benefits their social skills. They learn how to interact with other people their age, or even adults that join in on the play. This allows the children to be more outgoing as they are learning to work together, share ideas, and take turns. Overall, these interactions build their confidence in social settings and improve their ability to interact with others.

Emotional- Children display high emotional development when they are involving themselves in creative play. Since they are putting themselves in various pretend scenarios, they are able to recognize different emotions from the individuals they are playing with. This also has them gain the ability to empathize with others. They are processing their own emotions and others through play which is a great way to enhance their emotional development.

Physical- Running, jumping, walking, swinging, climbing, and more are all involved in play. Children are constantly testing their fine and gross motor skills when playing in different environments. If they are on the playground playing on the monkey bars, they are increasing their strength and coordination abilities. Meanwhile, if they are painting with a paintbrush they are enhancing their fine motor skills. Creative play is a perfect way to encourage students to have fun while also pushing them to participate in physical activity and develop those skills.

Cognitive- Children's brains are constantly being stimulated by the world around them and creative play takes it one step further. There are so many opportunities to apply an educational aspect into play without the children even realizing it. This allows them to build their problem solving skills, reading and writing skills, mathematical skills, and so much more. Not to mention children are constantly problem solving during play which also increases their independence. They are connecting ideas together as they play, enhancing their memory and improving their cognitive development as a whole.

Language- When children are playing, they are building their vocabulary. This can be from playing with new toys they have never seen, speaking with their peers, or being involved in dramatic play with new scenarios. Teachers can also take advantage of play-based learning to teach students new vocabulary words which has been proven to help the students effectively learn new words (Hassinger-Das et al., 2017). As children are playing, their language skills are growing.

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Why the five senses are important in young children’s learning

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Why the five senses are important in young children’s learning

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We use our 5 senses every single day, which is why it is so important that teachers take advantage of implementing these senses in young children's learning. Combining these skills with learning leads to an increase of cognitive development (Kittie Butcher, 2023). Therefore, it can be extremely beneficial for the growth of the students to utilize different senses in activities. Children use their sense of sight to explore their environment, having bright colors and eye-catching decorations is a great way to stimulate their brain. Combining this with relaxing music can help the students focus when completing independent work and reduce any frustration or anxiety. Sense of smell can also be useful by making the room smell sweet so they associate learning with something positive. When it comes to taste, teachers could teach a lesson that involves trying new food items to make the students engaged. Finally, the sense of touch is arguably the most important since children learn the best from hands-on activities. As you can see, the 5 senses are extremely important for teachers to consider when building lessons, decorating the classroom, or creating a mood for the room.

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How creative play experiences help children’s sensory development

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How creative play experiences help children’s sensory development

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Creative play has a large impact on children's sensory development. When it comes to play, they are no rules, which means children can play with various items and improve their sensory development. A study was performed that focused on the relationship between play and sensory processing. The findings from this study showed that many children would seek out play materials that had certain sensory properties (Watts, Stagnitti, & Brown, 2014). It is clear that creative play and sensory development go hand in hand. When children have strong sensory development, it leads to an increase in other developmental domains. Therefore, it is crucial to build sensory development early in the child's life to have a strong foundation for skills they will use their entire life.

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This website focuses on different ways to set up your classroom to encourage play and ways you can implement play-based learning activities into the early childhood curriculum. This source provides activities for different ages ranging from 8 month old children all the way to kindergarteners.

Setting up the classroom: Adapting the environment is a perfect way to ensure children have the materials they need to play. The best way to do this is to set up different centers where children can express themselves. These can include dramatic play centers or even sensory play areas. Having the appropriate resources is necessary to making the play a success.

Applying play based learning: This source provides many examples of how play-based learning can be added to the curriculum. For teaching children mathematical concepts, teachers can explore pattern games that make them interested in math. To support their fine motor skills, include lots of hands-on games that allow the children to problem solve and explore their environment. For language development, there are many drawing and writing games that help students improve those skills while having fun. Lastly, to encourage social play, look into gross motor development games such as obstacle courses. This way they are playing and moving their bodies while interacting with their peers.

Overall, this source highlights how play is active, sociable, and meaningful to the learning of the students. There are so many ways for teachers to make learning fun for their students and encouraging different forms of play is one of the most effective ways to do so.

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How to Add Play-Based Learning Activities to Your Early Childhood Curriculum

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Kids love to play. You’d be surprised at how much thought goes into play based learning activities that fit each child. There’s reason for that.

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This website describes what playful learning can look like and the various ways educators can encourage playful learning in their classrooms. The examples they provide can be used for children in grades K-12. The main idea from this site is how play supports learning and the more interactive the experience is, the more meaningful and memorable it will be for the student.

What playful learning looks like: To truly embrace playful learning, teachers must allow their students to explore things on their own accord. Let the students explore the unknown, lead their own learning, and find joy in what they are learning about. One of the biggest aspects of play is for it to be meaningful. Therefore, when the students are free to be curious and find out what they enjoy, it makes them more engaged in learning with positive experiences.

How educators can support playful learning in their classrooms: There are five different examples this source provides on how teachers can encourage playful learning in their class. The first way is to empower students to guide their own learning. When they feel like they are in charge and have the capabilities to explore, it will only lead to success. The second way is to create a collaborative culture of learning, this way students can help each other learn and reach their goals. The third way is to encourage risk and experimentation so students have the opportunity to make mistakes and learn from them. The fourth example is to promote imaginative thinking so students develop their creativity skills and make learning fun. Finally, the last example is accept the different emotions play can create. There will be joy, frustration, confusion, or more, and it is important to let the students recognize those emotions and learn from them.

When teachers start to implement these methods into their classroom, they will begin to see their students flourish. These techniques can be used across the entire curriculum, giving students the opportunity to advance in different subjects such as reading, writing, math, science, and more. Adding play to the curriculum opens so many doors for students and teachers, making learning meaningful.

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While learning through play may seem appropriate in early childhood, the idea that it could be part of the fabric of daily life in K-12 classrooms and schools may sound like a radical idea. After all, school kids typically enjoy playing during recess - not while there is serious academic work to be done.

The authors of a new book say the traditional view of play and learning is a "false dichotomy" and that relegating play to the sidelines in schools is a mistake. Learning is helped by "experiences that are playful - that are joyful, meaningful, actively engaging, iterative, and socially interactive," and school really can be enjoyable they explain in A Pedagogy of Play - Supporting Playful Learning in Classrooms and Schools. The user-friendly book is the result of eight years of research led by a team at the Harvard Graduate School of Education's Project Zero (PZ), in collaboration with the LEGO Foundation and educators at schools in Denmark, South Africa, Colombia, and the United States.

What does playful learning look like?

Playful learning is influenced by different cultures but A Pedagogy of Play co-author Jen Ryan, senior project manager at PZ, says certain patterns emerged across the countries they researched.

When playful learning is embraced in schools, students are given opportunities to:

Explore the unknown and "to find wonder - to be curious and to find meaning in their learning," explains Ryan.

Lead their own learning, make choices, and have ownership and empowerment.

Find joy in their learning, and experience feelings of enjoyment and delight.

The researchers offer five ways educators can support playful learning in their classrooms:
1. Empower students to guide their own learning.

Get to know kids' interests, strengths, and what they can contribute to the class. The more you understand your students, the more you can make meaningful connections between their lives and the curriculum.

Share decision-making responsibilities with students such as arranging the morning meeting, schedule, or classroom space to help them feel a sense of ownership of their learning.

Allow time for students to reflect on the new things they have learned or discovered. Play should be used with a purpose and help with learning goals.

2. Create a culture of collaborative learning together.

Build up relationships through play and look for ways for learners to connect to each other.

Build knowledge together through purposeful conversations. Check out Project Zero's Thinking Routine Toolbox for help.

Encourage a culture of feedback in the classroom where students can hear different perspectives about their schoolwork, including from peers. You can also ask students to lead feedback sessions and the Ladder of Feedback tool can help with the process. The authors suggest creating group norms for any comments such as "Be kind, be specific, and be helpful."

3. Encourage risk-taking and experimentation.

Lead kids in open-ended investigations with no "correct answers" to help them get more comfortable with the unknown. Explore the Selecting and Facilitating a Design Challenge and more resources via PZ's "For Educators" tab on the Pedagogy of Play website.

Model the learning that you want to see and be open to exploring something new with your students where you don't already know the answers. "The more we as adults can model for students what [experimenting] looks like and are transparent in our own vulnerabilities as educators, the easier it is for students to see that it's okay to do that," says Ryan. "There's a lot of learning that comes out of trying things, making mistakes, learning from those mistakes and moving forward."

4. Promote imaginative thinking.

Invite children to share stories and listen to other people's stories. For high school students, look at the Storytelling and Story Acting for Older Learners tool. Role-playing can be helpful too. Consider dressing up as a story book character yourself.

Pose questions that encourage curiosity and wonder. You might ask, "What have you noticed about the moon?" versus "What are the phases of the moon?"

Engage the senses and the body. Get creative - you don't need a ton of resources to promote playful learning. Ryan explains how, during a science lesson on plants in one of the schools in South Africa the researchers partnered with, a teacher encouraged her students to go outside to explore, search, and discover their own plants to bring back into the classroom to study.

5. Accept the different emotions that play can create.

Design joyful learning experiences. The PZ team suggests introducing an element of surprise - for example, you could begin a lesson without words, put a riddle up on the wall for students to solve, or turn your classroom into a "courtroom" or "café."

Use play to investigate complex issues. If kids are hesitant to talk about a challenging topic, use a playful strategy to introduce it. One of the ideas the authors suggest is to ask students to jot down their ideas or questions on slips of paper, crumble them up, and toss them around the classroom. Afterwards, the learners can discuss the comments in pairs or groups.

Help students work through any frustrations. Playful learning isn't the same as free play and can involve challenging moments, including having to negotiate or compromise with classmates. Be sure to celebrate when students successfully meet challenges or overcome frustrations.

The researchers invite educators to explore what playful learning might look like in their own communities, with the help of a Playful Learning Indicator Guide, and to document their experiences and processes in order to make them visible to others and enhance future student learning. A Pedagogy of Play also includes a chapter on what administrators, school leaders, and teachers can do to build a schoolwide culture of playful learning.

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A new book encourages playful learning in classrooms - for all ages

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This resource provides 10 different playful activities for students with disabilities to engage in. These activities can be used for children of all ages and also provides opportunities for their family, caregivers, or teachers to join in on the fun.

The source provides the following 10 activities:

1. Arrange a selection of toys on a flat surface like a tray to engage your child. Sensory toys or those with suction bases work great, as they stick in place. Sponges or plastic cups can be fun alternatives too.

2. Create a ball game together, you can even craft the ball from fabric. Choose how to play using hands or feet, based on what feels most comfortable for your child’s mobility level.

3. Put together a video montage of your child doing different activities and play it back for them. Alternatively, you can use an audio recording to replay moments like their singing or laughter.

4. Invite your child into the kitchen during meal prep. Depending on their interest and ability, they can either help with simple tasks or copy your movements using their own plastic bowl and spoon.

5. Encourage your child's creativity through drawing or painting. Look for easy-to-hold brushes and crayons designed for children with limited mobility — or let them enjoy finger painting for a sensory-rich experience.

6. Cuddle up or sit together to read a book, adjusting your position depending on what’s most comfortable for your child. You can also look through family photo albums and point out familiar people. Use pillows or an angled surface to support your child and help them keep their head up.

7. Set up a sensory tray filled with water or sand for your child to explore different textures. You can enhance the experience by adding small toys for them to interact with.

8. Have fun with playdough, either store-bought or homemade. Try using molds, cookie cutters, or large-handled cups to create shapes — these tools are often easier for little hands to grip.

9. Enjoy some quiet time doing simple puzzles or making flashcards with shapes, colors, numbers, or words. A smooth, flat surface like a table or tray can help keep everything stable and within reach.

10. Make music together by singing, dancing, and making joyful noise. Your child can join in using pots and pans or homemade instruments to tap along to the rhythm.

It is clear that these 10 activities promote creative play for individuals with disabilities or developmental delays. Trying out these activities will allow the child to learn new skills while having fun.

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Keeping little ones busy can be a full-time job, so it's always useful to have ideas on-hand for fun activities that you can do together. The best way for children to learn, no matter their abilities, is through play. Play is all about discovery - and having fun. Here are 10 stimulating activities that you can do indoors with your child. Be patient, listen and enjoy spending time and learning together!

1. Place a variety of toys on a tray or flat surface to stimulate your child. Try sensory toys or toys with suction cups that will stick on flat surfaces. You could also use sponges or cups.

2. Make up a game using a ball - you can even make one together using cloth. Decide the best way to play with your hands and feet depending on the mobility of your child.

3. Make a video of the things you have recorded your child doing and play it for them. You can also do this with just an audio recorder to play back their singing or laughing.

4. Take your children to the kitchen to help prepare food. Depending on what you're doing and how interested your child is, you can let them help you or just give them their own plastic bowl and spoon to mimic your actions.

5. Take advantage of their artistic talents and let them colour or paint. There are brushes and drawing utensils that have big easy-to-grab shapes so that children who have little mobility can easily grab them! Finger painting is also a fun option.

6. Read books together in a comfortable position sitting or standing (depending on your child's ability). You can also pull out family photo albums and point to familiar faces. Finding the best position, which can be done with a pillow or using an angled tray on a table, will help your child to feel more comfortable and encourage him to keep his head up.

7. Make a tray of water or sand for your child to play with different textures. You can also add toys.

8. Play with dough, either clay or homemade. Use molds and have fun cutting and assembling shapes. Cookie cutters or large cups with large handles may be easier for your child to grasp.

9. Spend some quiet time playing with simple puzzles or making shape, colour, word or number cards. Using a flat, smooth surface such as a table or tray will make the activity easier.

10. Sing, dance and make noise with your child. Your little one can use any cooking pot and homemade instruments to keep rhythm with you.
>> For more ideas, check out Learning together at home

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10 playful activities for children with disabilities

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Boodoo, D. (2024, October 3). How to add play-based learning activities to your early childhood curriculum. Rasmussen University. https://www.rasmussen.edu/degrees/education/blog/how-to-add-play-based-learning-activities-to-your-early-childhood-curriculum/

Brillante, P. (2017). Every child belongs: Welcoming a child with a disability. NAEYC. https://www.naeyc.org/resources/pubs/tyc/sep2017/every-child-belongs

Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. (2017). The case of brain science and guided play: A developing story. NAEYC. https://www.naeyc.org/resources/pubs/yc/may2017/case-brain-science-guided-play

Kittie Butcher, M. S. U. E. (2023, February 23). Cognitive development and sensory play. MSU Extension. https://www.canr.msu.edu/news/cognitive_development_and_sensory_play

Ross, E. (2023). Embracing learning through play. Harvard Graduate School of Education. https://www.gse.harvard.edu/ideas/usable-knowledge/23/05/embracing-learning-through-play

UNICEF. (2020). 10 playful activities for children with disabilities. UNICEF. https://www.unicef.org/parenting/child-care/10-playful-educational-activities-children-disabilities

Watts, T., Stagnitti, K., & Brown, T. (2014). Relationship between play and sensory processing: A systematic review. American Journal of Occupational Therapy, 68(1), e37–e46. https://doi.org/10.5014/ajot.2014.009787