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Instructional Strategies for Improving Toy Play Skills of Severely Handicapped Children

Instructional Strategies for Improving Toy Play Skills of Severely Handicapped Children This article identifies play problems that are typically encountered in severely and profoundly handicapped children. Play problems are primarily limited to the difficulties involved in appropriate interaction with toys and peers. For each problem, several instructional strategies are described as possible solutions for parents and teachers. The problems identified are refusal to play, inappropriate play, lack of sustained play, limited range in use of play materials, isolate play, refusal to initiate social interactions, throwing toys, and inappropriate materials. The strategies suggested for alleviating these problems are developed from a review of relevant research literature. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png AAESPH Review SAGE

Instructional Strategies for Improving Toy Play Skills of Severely Handicapped Children

AAESPH Review , Volume 4 (2): 11 – Jun 1, 1979

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References (24)

Publisher
SAGE
Copyright
© 1979 TASH
ISSN
0147-4375
eISSN
2169-2408
DOI
10.1177/154079697900400202
Publisher site
See Article on Publisher Site

Abstract

This article identifies play problems that are typically encountered in severely and profoundly handicapped children. Play problems are primarily limited to the difficulties involved in appropriate interaction with toys and peers. For each problem, several instructional strategies are described as possible solutions for parents and teachers. The problems identified are refusal to play, inappropriate play, lack of sustained play, limited range in use of play materials, isolate play, refusal to initiate social interactions, throwing toys, and inappropriate materials. The strategies suggested for alleviating these problems are developed from a review of relevant research literature.

Journal

AAESPH ReviewSAGE

Published: Jun 1, 1979

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