Introduction: Although the play therapy services as interdisciplinary interventions could be associated with numerous of medical, psychological, psychiatric and rehabilitation services, or could be an independent programe or could be provide a supplemental services in child care centers and physically handicapped, However, play therapy services have been neglected in the most of existing handicapped care centers. Objectives: The purpose of this study is to evaluate the opportunities and barriers of play therapy services, appropriate play therapy room, play therapy service areas, and disorders and object problems of spectrum beneficent for disabled children that living in physically handicapped care centers. Methods: According to the type research questions and the purpose, the study was conducted in a participatory action research method. Research zone was Shahid Fayyazbakhsh Disabled Rest Home of Mashhad. Participants included five psychologists, and participants were 13 physically disabled children. The data was collected in two pilot and execute phase of study. In the execute phase done via interview, observation, group discussion and researcher made checklists and datd analyzed as Categorization. Results:. The findings organized and analyzed in several axis. It shows that cooperation and enthusiasm of handicapped children, the availability and having enough time to attend, performing the assignments between sessions and sharing play therapy’s goals with other medical-educational purposes including opportunities and unfamiliarity of the staff, various disorders and difficulties of handicaps and Lack of specialized play therapists is one of the main obstacles. Moreover, ideal play therapy room and objective problems for non-pharmacological interventions were discussed. Conclusion: By initiating solutions for some barriers and optimal usage of existing opportunities in handicapped care centers, special services or physical disabled could be exceeded as a non-pharmacological service in these centers. In this context, educating experts, alteration of headmasters’ and staff’s attitude toward children’s main needs must be a priority.

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