Program

Special Education M.A.

Number of Pages

75

Year Approved

2026

First Advisor

Meghan Cavalier

Second Reader

Kenny Newby

Abstract

In the following research paper, play-based learning (PBL) will be explored for its potential to shape the educational experience of elementary-age special education children. This thesis examined a wide variety of academic articles, journals, books, and online resources to address this issue. These sources offered perspectives on the use of play-based learning in special and general education, including its advantages and disadvantages, as well as the challenges teachers may face when embedding play-based learning in their classrooms. The research will investigate many areas of play-based learning, including play-based strategies for fostering cognitive, social, and emotional development, as well as the challenges that accompany their adoption. A primary challenge discussed is the use and accessibility of technology, as certain types of play-based learning may require technological tools. In contrast, others depend on low-tech or no-tech games and experiences. In addition, we will elaborate on how play, when employed in accordance with academic standards, can best balance with individualized learning outcomes. In special education classrooms, play-based learning has been one of the most prevalent teaching approaches, encouraging engagement, communication, and problem-solving skills. This paper will evaluate the play-based learning approach overall to support students' learning outcomes and investigate how PBL can be implemented to accommodate the diverse needs of elementary school learners.

Degree Name

Special Education M.A.

Document Type

Masterʼs thesis

Terms of Use and License Information

Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Download

Share

COinS