Through peer relationships:

• Children learn how to engage in reciprocal interactions
• Children see that they have commonalities/common interests
• Children develop understanding and acceptance of individual differences
• Children experience play that is child-centered and not adult driven
• Children have opportunities to build self-esteem/self-confidence

Spontaneous Recess Game

What are the opportunities?

• Students are engaged in a spontaneous student-selected activity of chase
• Students can determine the rules and create roles for the activity
• Student initiated games provide a rich play experience with lots of opportunities to communicate and learn vocabulary in a natural context with friends

What are the potential barriers?

• Student needs the ability to move independently and have communication device readily available
• Student needs the ability to move safely across the different playground terrains
• Student’s peer partners need to be knowledgeable and responsive to student’s communication

How are the barriers addressed by engineering the environment and providing supports?

• Student has an upright/hands-free independent mobility device that allows for self-initiated movement and equal participation in the game
• Student may need some support when navigating uneven terrain
• Communication device is mounted, available, and programmed with vocabulary appropriate to activity
• Peers are trained in student’s communication methods and strategies and are responsive to student’s communication

What can the instructional assistant do to foster this type of spontaneous student-selected activity?

• Allow students the opportunity to initiate and interact independently
• Support the student’s independence while monitoring safety at an appropriate distance
• Monitor the interaction for equal participation by all students, stepping in to model or redirect only if necessary

Planned Recess Game

What are the opportunities?

• Students are provided with structured play materials
• Students are working cooperatively to set up the game
• Student and peer share roles and responsibilities in the game
• Students learn to negotiate successfully within a structured play opportunity
• Sustainable play experiences provide motivation and build foundations for friendships

What are the potential barriers?

• Student needs access to play materials and equipment
• Student needs independent hands-free upright mobility
• Student needs access to communication tools and devices

How are the barriers addressed by engineering the environment and providing supports?

• Adapted materials/equipment are provided to balance participation of all students
• Student has an upright/hands-free independent mobility device that allows for self-initiated movement and equal participation in the game
• Communication device is mounted, available, and programmed with vocabulary appropriate to activity
• Peers are trained in student’s communication methods and strategies and are comfortable communicating with one another

What can the instructional assistant do to ensure that these kinds of planned games continue to be successful?

• Assess the activities on a regular basis for equipment needs (appropriately adapted), communication needs and peer interest
• Make sure that everyone understands the rules of the game and how all students can be actively engaged in the game
• Post kid-friendly game instructions on visual display and make sure equipment is readily available
• Ensure that all students have a role in the game and are able to make decisions about the course of the game or activity
• Continue to evaluate the situation for appropriate level of support
• Step back in only when necessary to model and coach. Fade back as soon as possible.

Creative Recess Game

What are the opportunities?

• Creative, multi-use equipment is available for students to use in spontaneously developing games
• Students work together and use their imaginations to think of ways to use equipment and materials creatively
• Games that students develop are based on group dynamics, shared interests and enthusiasm
• Students are free to come and go as they please and it does not disrupt the game
• All students can jointly participate regardless of physical ability
• Unstructured games foster creativity, opportunities for communication, and problem-solving
• Student-initiated games provide opportunities for students to naturally come up with ways for everyone to be involved
• Spontaneous games provide students opportunities to play without adult involvement

What are the potential barriers?

• Student needs access to play materials and equipment
• Student needs independent hands-free upright mobility
• Student needs access to communication tools and devices
• Student’s peer partners need to be knowledgeable and responsive to student’s communication

How are the barriers addressed by engineering the environment and providing supports?

• A safe area for play with safe and manageable equipment is provided
• Adapted materials/equipment are provided to balance participation of all students
• Student has an upright/hands-free independent mobility device that allows for self-initiated movement and equal participation in the creative play
• Communication device is mounted, available, and programmed with vocabulary appropriate to imaginative play
• Peers are trained in student’s communication methods and strategies and are comfortable communicating with one another

What can the instructional assistant do to foster this type of creative play?

• Allow students to express creativity and monitor to ensure positive interactions
• Recognize and acknowledge students’ accomplishments in inventing a new game that everyone is enjoying
• Ensure that all students have a role in the game and are able to make decisions about the course of the game or activity
• Monitor group dynamics to ensure that all students’ opinions are included and all are seen as important members of the group

Social Hangout

What are the potential barriers?

• Student needs the ability to move independently and at eye-level with partner
• Communication device needs to be readily available with appropriate conversational vocabulary
• Student needs the ability to move safely across the different playground terrains
• Student’s peer partners need to be knowledgeable and responsive to student’s communication

How are the barriers addressed by engineering the environment and providing supports?

• Student has an upright/hands-free independent mobility device that allows for self-initiated movement in the same standing/walking position as peer
• Student may need some support when navigating uneven terrain
• Communication device is mounted, available, and programmed with vocabulary appropriate to sustained social conversations
• Peers are trained in student’s communication methods and strategies and are comfortable communicating with one another

What can the instructional assistant do to foster social interactions?

• Evaluate the situation to determine social supports that would increase student’s comfort/confidence level (e.g., being in groups with familiar peers, staying with a group of familiar peers on playground for a period of time rather than changing groups too frequently)
• Ensure that peers are familiar with one another
• Ensure that peers are comfortable using communication strategies
• Provide unobtrusive modeling
• Help build confidence for greater independence in the interaction
• Step back in only when needed for safety and to assist with problem solving