Children with Autism Spectrum Disorder in the Mainstream Playground.

Abstract

This paper explores the place of the school playground in the lives of children with Autism Spectrum Disorder (ASD). We discuss the physical environment, school systems and practices that support the development of social competence and increased peer interactions for children with ASD in their school playground. Highlighted issues include the importance of play, and the value of the school playground as a curriculum resource with the potential to build a bridge to inclusion for children who experience difficulty developing skills in social interaction, verbal and nonverbal communication and play. Inclusion is more than just placement in regular classrooms. It is about feelings of belonging in the whole school community and that includes being able to participate in the school playground without feelings of anxiety, isolation, or vulnerability.