Exploratory play is one of the most vital ways in which children learn about their environment and develop. It is well documented that limited mobility restricts a child's ability to engage in their environment through exploratory play. In this study, a qualitative, collective case study design explored the impact of powered mobility on the exploratory play of two children with physical disabilities. Data were collected from the children, their parents and their siblings through participant observation and in-depth, informal interviews. This paper focuses on two themes: Opportunity to Play revealed how powered mobility increased opportunities for the children to become more actively engaged in exploratory play with others across a wider array of contexts, and My Child was Transformed highlighted significant changes in the affect and motivation of each child, which seemed to be linked to their increased internal control over their play choices. The findings suggest that the provision of powered mobility is a key contributor promoting the participation of physically disabled children in exploratory play. Because of undergraduate curricular constraints, a limitation of this study was that data were only confined to 2 months; affecting the depth of data gained that prolonged engagement would have offered. The study recommends for occupational therapy practice that occupational therapists advocate for easier access to powered mobility through governmental and policy means. The study also recommends further research be conducted on the experiences of the caregivers on how these powered mobility devices have influenced their day-to-day occupations.

The case study intervention design process Childhood HIV infection is of paramount concern in South Africa 7. The majority of HIV infected children in South Africa live in low-income conditions 7. HIV places children at great risk for developmental, play and learning difficulties and its interrelationship with negative social circumstances exacerbates this risk 8-10. In 2012 a group of four occupational therapists working for a nongovernmental organisation (NGO) were tasked with designing a new play informed caregiver implemented home based intervention (PICIHBI) targeting caregivers of children on highly active antiretroviral treatment (HAART) in South Africa. The first author's doctoral study drew on a Case Study design 11-14 to explore the process by which this group of occupational therapists designed this

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BACKGROUND: There is a growing population of mothers caring for their biological children who are infected with Human Immunodeficiency Virus (HIV), in Zimbabwe. Many of these children present with HIV-related Neuro Developmental Delays (NDDs). The occupation of being a mother is a complex and multifaceted role geared towards caring for and nurturing children. The different ways in which mothers negotiate the unique circumstances linked to the occupation of being a mother to a child with diagnosis of HIV-related NDDs warrants exploration. AIM: The aim of the study was to describe the mother's experiences of engaging in daily occupations relating to caring for their child with HIV-related NDDs. METHODOLOGY: A descriptive qualitative study using a hermeneutic phenomenological approach was used to uncover the mothers' lived experiences of caring for their child with HIV-related NDDs. Data generated from phenomenological interviews conducted with five mothers were analysed inductively using a simplified version of the StevickColaizzKeen method FINDINGS: Two major themes, namely 'Ndozvazviri' (Resilient Acceptance) and 'Rekindled hope for the future' emerged from the findings. These themes revealed that caring for a child with HIV-related NDDs is a difficult and demanding role. Despite this, mothers accepted and found meaning in this caring role. Their meaning was expressed through the opportunity to care for their own child and to observe their progress in occupational development and engagement. These interactions created positive experiences for the mothers and rekindled their hope for the future of their child. DISCUSSION AND RECOMMENDATIONS: Despite the huge demands associated with being a mother of a child with HIV-related NDDs, mothers were committed to this role and were reluctant to entrust this role to others. The findings of this study encourage occupational therapists designing interventions for families, to carefully consider how the mothering role positively shapes the identities of mothers caring for children with HIV-related NDDs. Key words: mothering, HIV-related NDDs, caregiver

INTRODUCTION: The play of children with autism spectrum disorder (ASD) can be negatively impacted on by difficulties linked to their diagnosis, however, people present in the children's contexts can positively influence their engagement in play. Teachers and caregivers, being significant role players participating in the contexts of children, are well positioned to promote the engagement of children in play. RESEARCH DESIGN: This paper reports the findings of a qualitative descriptive study which employed semi-structured interviews to explore and describe the ways in which three teachers and two caregivers supported the engagement of children with ASD in play FINDINGS: The theme, Acknowledging, Accommodating, and Adapting, describes how the caregivers and teachers supported the play of children with ASD. The multiple ways in which they promoted the children's engagement in play is unpacked in the following categories: creating and affording opportunities for the child to direct their own play; recognising, caring for, and making preferred play materials available, and purposeful pairing with specific playmates. DISCUSSION: Caregivers and teachers have experiential knowledge of the play interests and the ways in which children with ASD play. They skilfully draw on this knowledge to implement an array of strategies to promote the play of children with ASD. CONCLUSION: Given their instrumental role in supporting the play of children with ASD, occupational therapists should be encouraged to continue to partner with and learn from care-givers and teachers. This will align with collaborative practice and enhance the development and implementation of relevant and sustained interventions focused on the occupation of play in children with ASD.