Disabilities are commonly conceptualized in dualistic ways--specifically as mental or physical in nature and as located in the self rather than in the "other" or "out there." In this essay I reflect on the consequences of a more holistic understanding of both handicaps and special education. This new approach, I suggest, would reveal something called a play disability. I review the nature of play before discussing the symptoms of this impairment. I discuss play handicaps on the side of human personality and attitude as well as on the side of the world or would be playgrounds. I speculate on what special education pedagogies for the play disabled might look like, cite the life experience of a handicapped pianist in arguing for the importance of play as a central component of good living, and then conclude with reflections on our unique opportunities and obligations in physical education to address any play deficit disorders we find among our students. (Contains 2 notes.)