The experiences of school staff in the implementation of a Learn to Play programme

Abstract

ABSTRACT This paper aims to explore the impacts of a Learn to Play programme in specialist schools for children with multiple developmental issues. Specialist schools are schools dedicated to children with IQs below 70 and who may also have other developmental issues. The Learn to Play programme focusses on facilitating children’s enjoyment and ability to self-initiate pretend play. Staff views were sought on the importance of pretend play for children with developmental delay and disability within a special school, and their views on the impacts of the Learn to Play programme and its implementation in specialist schools. Participants included 14 staff members across four schools for children with developmental disabilities and delay located across Victoria, Australia. The 14 staff members included six teachers, one assistant principal, two speech pathologists, one occupational therapist and four integration aide staff members. Data were collected through focus groups and Thematic Analysis was used to analyse the data. Five themes emerged which included: ‘schools create successful programs’, ‘Learn to Play has created shifts in children’s development’, ‘assessing pretend play is really important’, ‘structuring Learn to Play to allow for the challenge of play with children with developmental delay and disability’ and ‘communicating with parents about play’.