This paper notes that therapists often feel unqualified to deal with special populations of children because of a lack of understanding of the universalness of play therapy. Suggestions are offered for beginning play therapists who may work with a number of special populations of children. It is recommended that the social learning approach to play therapy be used when working with children who have a gender identity disorder, defined as distress about one's assigned sex and the desire to be (or insistence that one is) the opposite sex. A section on working with culturally different children considers how people are defined within different cultures and notes that, with minority children, a more structured approach to play therapy is advised. For therapists working with physically challenged children, it is suggested that the therapist accept and not protect the child from feelings of rage, anger, disappointment, and depression. The importance of allowing the child as much independence as safety permits is emphasized. Suggestions are made for adapting toys or creative arts materials for use with intellectually challenged children. Games, techniques, and materials appropriate for challenged children are described and their use is discussed. The final section of the paper deals with play therapy techniques that are appropriate for use with chronically ill, terminally ill, and grieved children. (NB)