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Supporting positive playground interactions

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Considering and managing the playground environment recognises that:

  • while time in the playground can be a 'break' for many students, some students with Autism Spectrum Disorder (ASD) may find the busyness of the playground adds sensory and social pressure
  • the 'unwritten laws' of the playground can be complex and ever changing which may make it difficult to predict, respond to and apply social rules to for students with ASD
  • considering the sensory and social demands of the playground for students with ASD can support the development of more inclusive and engaging play experiences for all.

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Last updated 18 September 2020