Play through movement reaches all domains of the young child. When self organization, repetition and motor are all combined the child will be learning and having fun at the same time. For each of the important elements in the preschool curriculum suggestions are given for ways to adapt the activity using simple assistive technology to encourage participation of a student with disabilities. It often has been experienced that assistive technology is highly motivating and useful for a wide range of students with autism, student who are nonverbal, students who are unorganized, and students who are very shy. Assistive technology increases a child's ability to learn, work, play, and interact with others.
Technology is fun and motivating for many children.
It can open many doors and provide new possibilities for these children to work side by side with their peers. For a child with physical challenges, who often has an assistant, the curriculum also describes ways of using these assistants as facilitators and coaches for the child. Too often it is observed that adults do the activities with the child. This promotes child to child interaction rather than child to adult. The curriculum developed is a synthesis of what has been learned on an intuitive level, from years of experience with young children, and on an intellectual level, from current research.