The benefits of play on children can be seen in their overall development. Children learn through play from very young ages because play gives children the opportunity to explore, to manifest freely, to be creative, to develop their motricity and psychomotricity. Unstructured play has a central role in cognitive, socio-emotional, psychomotor and language development. The game structure and the orientation towards a well-defined goal, the direction of the game in accordance with the formulated rules, gives rigor and concrete expectations regarding the development of the targeted competences. Didactic games as a way of organizing learning allows exploring the individual by capitalizing on motor and psychomotor skills of the child with intellectual disability. Our study aims to establish the level of efficiency of the program of psycho-pedagogical intervention based on games in order to develop psychomotricity in young schoolchildren with intellectual disabilities. In this study we have monitored the introduction of the didactic game in the teaching process in order to recover the delays detected in the child's psychomotor field. The games were adapted to the needs of the students with intellectual disabilities, organized on levels, organized on levels of competences thus giving the opportunity to learn, enjoy and develop psychomotor skills.

The changes at national and global level regarding the teaching conditions, home-based online learning, in the family environment, have brought challenges of educational, mental, relational, social nature. An additional challenge is the presence of intellectual disability and those associated with it in children. The process of learning in children with intellectual disability is influenced by the common characteristics of the disability (heterochrony, genetic viscosity, mental rigidity, fragility of verbal conduct) and the individual peculiarities of each child. The material adaptation based on the particularities of children is imperative to make the information accessible, to facilitate learning and then to apply the lessons learned in practice. The presented study is carried out using the method of studying the curricular documents and questionnaire-based surveys, applied to teachers from the C.R.D.E.I.I. Special Middle School who have performed online activities with children with moderate, severe intellectual disabilities and associated disabilities between October 2020 and May 2021. By applying the questionnaire to teachers (psychopedagogues, speech therapists, kinetotherapists) who teach in the special school, we will highlight the modality in which the adaptation of materials to the needs of the students as well as the selection of effective methods, thus managing to involve the students in learning, have occurred, to bring them closer to knowledge.