This paper reviews historical aspects of play, issues about recess time, and implications for children who have disabilities. It also describes the need for research to acquire information from stakeholders. Play is pleasurable, enjoyable, intrinsic, and the active base for cognitive, social, motor, and language development in children. Experienced gained during the practice of certain activities during play increases the efficiency with which the same responses will be performed in maturity. Recess is important in allowing students with disabilities to interact with their typical peers and in providing the opportunity to express experiences, learn by trial and error to cope with the actual world, develop creativity, address deficits or delays in language development, and strengthen sensory abilities. Options for play advocates intent on saving recess and play time in schools are provided and include: (1) alter the purpose of public schools so that experimental or existential learning is valued; (2) accept the current purpose of schools and call for more research on play's role in student academic outcomes; or (3) select and defend only those play interventions that research have shown already to be achievement producing. (Contains 52 references.) (CR)