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Description

Children with disabilities often experience reduced opportunities for meaningful peer play, which can negatively influence their physical, cognitive, and social-emotional development. Early childhood environments play a critical role in supporting inclusive participation, yet many barriers—physical, social, and environmental—limit access to developmentally rich play throughout the school day. The purpose of this capstone project was to develop, implement, and evaluate a Tier-1, school-based program designed to increase meaningful play opportunities for preschool children ages 3–6, with and without disabilities.

A needs assessment was conducted with teachers and parents to identify developmental concerns and participation barriers related to fine motor, gross motor, and social skills. Based on these findings, an inclusive play program was integrated into center time and recess across three preschool classrooms (approximately 60 children). The program incorporated developmentally supportive activities, environmental modifications, and facilitation strategies rooted in occupational therapy practice. A play checklist was administered at three intervals—initial, midterm, and final—and qualitative feedback was gathered from teachers throughout implementation.

Results indicated steady improvements in children’s play engagement across all skill domains, with teachers reporting increased participation, improved fine and gross motor performance, and richer peer interactions. Teachers also expressed that the program was beneficial for long-term classroom use and helpful in identifying students who may require further support.

Overall, the project demonstrates that a collaborative, Tier-1 occupational therapy approach can successfully enhance inclusive play opportunities and promote developmental growth within preschool educational settings. Program deliverables provide sustainable tools for continued implementation.

Publication Date

Fall 2025

Publisher

University of St. Augustine for Health Sciences

Keywords

Development, Overall health, Children, Disabled children

Medical Subject Headings

Child, Disabled Children, Health Status

Disciplines

Disability and Equity in Education | Early Childhood Education | Education | Pre-Elementary, Early Childhood, Kindergarten Teacher Education | Special Education and Teaching

Comments

Poster presented at the OTD Capstone Symposium at the University of St Augustine for Health Sciences in Fall 2025.

Increasing Play Opportunities to Improve Development and Health for Children

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