Abstract
Participation in social pretend play has the potential to enhance young children's learning and their social relationships. However, children with disabilities may lack critical cognitive and social play skills for participation in pretend play with peers. In this article the features of social pretend play are described and cognitive and social play characteristics of young children with disabilities which may prevent or decrease their participation in social pretend play are identified. Approaches for supporting the social pretend play of children with mild to moderate developmental delays and disabilities are described. These include methods for assessing play skills, strategies for teaching cognitive and social play skills, the use of structured play groups, and providing related experiential activities and script training to increase children's shared understanding of play themes and roles.
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