摘要：This study investigated differences in play types of preschool children with disabilities both in mainstreamed and segregated classrooms. The play behaviors of 50 preschool children with disabilities were observes and videotaped during free play time. Differences were found in children`s dramatic and group play. Conclusions were that mainstreamed preschool program emphasizing a play-based curriculum could be an effective model for children with disabilities by providing for a variety of play types. Implications for mainstreaming education and for teacher education were discussed.
