Toys with Disabilities: Factors Associated with Their Acceptance as Inclusive Educational Means

The primary aim of this research was to explore the participants' perception of inclusive toys (i.e. toys with disabilities) as suitable playing tools for preschool children and their willingness to buy such toys. Our cross-sectional design involved 738 Romanian adults aged 18 to 61 (M = 29.72). We used ten images containing toys with and without disabilities and addressed three primary questions: 1) How suitable do you consider this toy for preschool children aged 3 to 6, regardless of their gender?; 2) Would you agree with introducing and using toys with disabilities (for example, dolls or stuffed animals in wheelchairs) in regular, public preschool classrooms? and 3) Would you buy (for your child or another child) a toy with disabilities, such as the ones described above?. Results suggested that participants who reported having a friend or a family member with disabilities were more willing to accept and buy inclusive toys. Overall, participants (with higher rates among the younger ones) seemed to consider toys with disabilities more suitable for preschool children than their regular versions (i.e. without disabilities). Results are discussed concerning potential effective inclusive education practices involving toys with disabilities in preschool settings.