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Direct linkMalone, Michael – International Journal of Disability, Development and Education, 2009
Children with and without intellectual disabilities were observed playing with toys during both home-based independent play and classroom-based freeplay situations. Categorical and sequential play was analysed for within- and between-group patterns. Within-group patterns during classroom freeplay were similar for both groups. There were no…
Descriptors: Play, Mental Retardation, Toys, Preschool Children
