Thesis--Wisconsin. / Includes bibliographical references (leaves 71-75).

Zugl.: Tübingen, Universiẗat, Magisterarbeit, 2008. / Includes bibliographical references (p. 377-412) and index.

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 91-92.

Thesis (M. Ed.)--Acadia University, 2001. / Includes bibliographical references (leaves 95-96). Also available on the Internet via the World Wide Web.

The play materials designed for special education are commonly used by children with various disabilities. This study overviews these materials from the perspectives of special needs, special user groups and special education. Furthermore, the effects of different disabilities on the interactions of the children with the same toys are investigated, within the light of those special cases. The base of the study is constructed with a literature review on toys, play and special education, followed by observations that are performed in a special education centre with six subjects having different disabilities, namely Rett&rsquo / s syndrome, mental retardation, hyperactivity, Down&rsquo / s syndrome, cerebral palsy and autism. The study is concluded with compared results of the observations and design implications derived from the interactions between the toys and children.

In this study, semi-structured interviews adopted from repertory grid studies are conducted with ten 5-year-old preschool children, during which children are asked to evaluate four types of construction play materials and four types of metallophones.In the study, the important design attributes of these two types of play materials preferred by preschool children are analyzed by gathering their own evaluation criteria. Based on the interview data, children&rsquo / s preferences, evaluation criteria and the reasons behind their preferences are tried to be identified. The results of the study show that, children evaluated construction play materials considering method of construction, form of the pieces, color, size, types of pieces, types of constructions, ease of construction and material. Children evaluated metallophones considering color, placement of the keys, sound, being in the openbeing closed, form, size, storage of the mallets, weight, size of the mallets, form of the keys, coding, number of mallets, number of keys, height and material. The study also includes the analysis of the relationships between children&rsquo / s evaluation criteria for each product group and comparison of the evaluation criteria related to construction play materials and metallophones.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.