ABSTRACT
There are at least three ways in which play is valuable in the curriculum of children with autism. First, if symbolic play can be taught, it may aid conceptual and cognitive ability, as well as improving opportunities for social engagement with others. Second, play activities can be used to engage the child emotionally and foster receptiveness to interpersonal development. Third, play can prevent secondary disabilities by enabling participation in social and cultural events (such as shared routines and the building of narrative structures), even when the child may only be following the form of the behaviour, rather than showing an understanding of its symbolic nature.
