El juego es una herramienta fundamental en el desarrollo del nino que implica placer espontaneidad, motivacion, participacion, comunicacion, conocimiento de si mismo, de los demas y del entorno que nos rodea. En este trabajo se plantea conocer las caracteristicas del desarrollo del juego en la poblacion de alumnos con Encefalopatias Epilepticas. Dentro de este colectivo podemos encontrar el sindrome de West, el sindrome de Lennox-Gastaut y otros de menor frecuencia. Todos ellos se caracterizan por la aparicion de crisis epilepticas en edades tempranas del desarrollo que provocan limitaciones significativas en el area cognitiva, comunicativa-linguistica, motora y afectivo-social. A lo largo de este estudio se trataran todos los aspectos relacionados con la atencion a la infancia en general, a alumnos con necesidades educativas especiales, las caracteristicas del desarrollo de los alumnos con Encefalopatias Epilepticas para terminar exponiendo todos los aspectos relacionados con el juego como propuesta de intervencion. En el estudio se plantea conocer las aspectos relacionados con el diagnostico, el desarrollo, los trastornos asociados, sus necesidades de apoyo, la modalidad de escolarizacion, el tipo de intervencion temprana recibida y sobre todo las caracteristicas del desarrollo del juego, sus habitos y los juguetes mas utilizados por los alumnos con sindrome de West y otras Encefalopatias Epilepticas relacionadas con otros tres grupos de alumnos con Discapacidad Intelectual, Trastornos del Espectro Autista y una muestra de alumnos normalizada. [ABSTRACT]Today's society needs use different educational codes. Traditional education that steps concepts doesn't generate learning possibilities students with special educational needs. There needs be a formula called to know how do as the main objective during all the educational stages, mainly in those students that don't start in the same conditions as the others. Their integration in class depends on the proceedings taken and by a rich experience. Along the history, there are numerous proposals that concord with this working philosophy, and they aren't necessarily new. References such as constructivism and new school will serve us as a guide in the development of this work. The use of games in education has always been used. This work demands its properties and shows the positive benefits for students' development. The game is a fundamental tool in early childhood intervention. Because of its characteristics it implies pleasure, spontaneity, motivation, participation, communication, knowledge of oneself, others and the world around us. For this reason, it helps generalizing the learnings using a child's known tool. In the functionality of an infant classroom we can observe that using games the kid uses a known code, in which he/she sometimes establishes different rules and other times he/she accepts new ones, but always due the great motivation he/she has. Those kids with special educational needs can also play and overall they enjoy playing. That is the reason why the use of this tool becomes interesting improve their development. In children with disabilities, the game has a very important meaning due the fact that it is through it, as a natural way, that cognitive, communicative, socio, and psychomotor aspects can be improved, which are frequently limited by the development of this population. For this reason, it raises a study in which childcare aspects are going be covered, implying: the knowledge of the regulatory framework, the standardized developmental characteristics, and the psychopedagogical general guidelines for children with special educational needs and specially with those with epileptic encephalopathy age-dependent, such as West syndrome and related. To present a classroom and other contexts playful model in students with special educational needs and specifically in those with epileptic encephalopathy age-dependent, it is necessary develop how integrate this methodology in the daily educational dynamic. For all of these, this studio shows a general game reference framework for students with special educational needs that will help as a guide base on how use the game in this population. Thus, this work seeks describe the fundamental characteristics of this population in relation the game and in addition the educational and therapeutical services that they use. All of it will be implemented comparing this information with three other groups of population: students with intellectual disability, students with autism spectrum disorder and students without any disability in addition describing some cases of students with epileptic encephalopathy in game sessions. All of it seeks know how improve the intervention conditions based on the special educational needs and the playful activity development in the educational context.