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Research suggests that play and literacy opportunities together are fundamental to the development of a child's critical thinking abilities, higher-order thought processes, social interaction skills, and other important human capacities. Yet young children with significant disabilities often don't have the opportunity to access such things as dramatic play and books. This article explores the links between literacy, dramatic play, and inclusion. Also included are some of the preliminary findings of research into literacy development in young children with significant disability. Keywords: Education, School age,,