The main objective of this chapter is to illustrate what are the characteristics that can make the playful dimension as an element capable of including children with Intellectual Disabilities (IDs) within health and social care contexts. For the child with IDs, participating in ‘play activities’ is an inalienable right, on a par with having a family, home and food, and a prerequisite for supporting child’s development and well-being. If adequately solicited and supported, playing can become an extraordinary opportunity for children with IDs to grow, gain skills, and empower themselves. For this to happen, it is important for care-providers to learn and develop specific skills in terms of knowledge and methodologies. After illustrating the early developmental trajectories of play in children with IDs, this chapter will present some strategies that will help care-providers support playing by considering each child’s needs and preferences.
