A child with a disability or a newly enrolled child may not choose to play in this area simply because they are unsure of what to do there. Environmental arrangement can invite children into a play area, provide needed play information, opportunities for participation in appropriate and playful activities. First, every child in the program needs to be able to move freely throughout the play areas. Any barriers that make it difficult for a child to actively use play materials should be removed. If the child uses a walker or wheelchair, more room is required in the play areas, and toys need to be arranged so they can be easily reached.
Physical accessibility sends an immediate and positive message.
When physical barriers exist, the child s ability to learn independently may be compromised. Second, play materials and equipment must be carefully selected to match the varying interests and ability levels of the children, even when they are all the same age. A book corner, for example, should have books that challenge the child who is practicing counting as well as books that challenge the child who is practicing turning pages. It is important to choose materials that are appropriate for the child s age as well as developmental abilities when selecting materials for young children with disabilities. A child with a significant disability, for example, should not be expected to play with a baby s rattle simply because her developmental skills are limited.