Reimagining Autistic Children’s Independent and Social Play with Peers

Abstract

ABSTRACT This article explores the nature, role and interpretive meanings of autistic children’s independent and social play with peers to inform inclusive practices. Topics include: neurodevelopmental and sociocultural influences on autistic children’s peer play experiences; limitations of a neurotypicality framework and advantages of a neurodiversity framework for delineating divergent expressions and developmental variations in play; illustration of the Integrated Play Groups model for guiding autistic and neurotypical children in co-creating an inclusive play culture; implications for inclusive practices from human rights and social justice perspectives.