This study is to examine the effect of integrated play on non-disabled children’s receptive attitude toward disabled children and, specifically, to investigate non-disabled children’s receptive attitude toward disabled children in their personal life, school life and social life. The subjects of this study were a 2nd grade class and a 5th‐grade class, which have disabled children, at B Elementary School in Dalseong, Daegu. They were divided into an experimental group (n=20) and a control group (n=20). Pretest was conducted on March 17 2006, and experiment was carried out for 5 weeks from the 1st of April to the 6th of May, 3 sessions per week and a total of 15 sessions. Independent sample t-test was performed to analyze differences between the experimental group and the control group. Conclusions drawn from the result of this study are as follows. First, integrated play is effective in improving non-disabled children’s receptive attitude toward disabled children in their personal life, but no significant difference is observed between low‐grade and high‐grade students and between male and female students. Second, integrated play is effective in improving non-disabled children’s receptive attitude toward disabled children in their school life, but no significant difference is observed between low gade and high gade students and between male and female students. Third, integrated play was effective in improving non-disabled children’s receptive attitude toward disabled children in their social life, but no significant difference is observed between low gade and high gade students and between male and female students. key words : integrated play, receptive attitude toward disabled children, personal life, school life and social life