What is the best rationale for including children with autism in play groups with typically developing peers?

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Including children with autism in play groups with typically developing peers significantly promotes their social development. One of the key benefits of such interactions is the opportunity to learn to identify and respond to social cues, which are often less verbal and more non-verbal in nature. Typically developing peers provide a rich context for modeling social behaviors, such as turn-taking, sharing, and interpreting body language or facial expressions.

When children with autism engage in play with their peers, they can observe and mimic appropriate social interactions, facilitating their understanding of how to navigate social situations. This experiential learning is crucial, as it fosters essential social skills that can be generalized to various settings beyond the play group.

While other options like developing independent play skills, creating competition in social settings, or providing structure might seem beneficial in other contexts, they do not capture the primary rationale of the enriching social learning that occurs in interactions with typically developing peers.

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