Play Disabilities: A Reason for Physical Educators to Rethink the Boundaries of Special Education

Abstract

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.

Keywords:

• play
• handicaps
• physical education
• special education

Notes

1. One popular image of a playful fool is seen on one of the Tarot cards—where an individual stands on a precipice apparently oblivious to the dangers that surround him. But the card has also come to symbolize the wisdom of play—a quality of insight that transcends duty and reason. The figure on the card celebrates human exuberance, even “holy madness.”

2. Any search for causes of an anti-play personality or attitude would undoubtedly lead in two general directions. Biology would certainly have something to do with it, as would culture and learning. Thus, when we meet play-challenged individuals, it is an open question as to whether the source of their inhibition lies primarily in their genes, chemicals, or neural mechanisms or more in the culture in which they were raised. In most cases we might expect it to be a robust blend of the two.