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Learning to Play and Communicate Together
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Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This action research project was conducted in a mainstream Year 1 setting and focused on supporting a learner with autism who communication in pictures and gestures. The study explored how combining the JASPER approach (Joint Attention, Symbolic Play, Engagement and Regulation) with the Picture Exchange Communication System (PECS) could enhance engagement, communication, and symbolic play.
Aims: The primary goal of the research is to assess how adapting activities according to individual children's interests can influence levels of engagement, symbolic play, and communication abilities. By engaging children in ways that resonate with their preferences, the study seeks to identify effective approaches to promote inclusion within educational settings.
Methods: The research utilises action research cycles, beginning with an exploration of existing literature to refine the focus of the inquiry. Ethical considerations were paramount, with consent obtained from participants for the anonymous publication of data. The methodology encompasses planning, action, and review stages across two distinct cycles, allowing for iterative development based on observed outcomes.
Findings: The implementation of personalised activities, alongside the integration of JASPER and PECS, resulted in notable increases in engagement and communication for the focus child. These findings highlight that tailored interventions can lead to improved social interactions and symbolic play, suggesting that when children's interests are at the forefront, their willingness to engage in communicative activities is enhanced.
Implications: The insights gathered from this study suggest that employing child-centred approaches in educational practice may lead to meaningful improvements in social communication skills for children with autism. Teachers and educators might consider the potential benefits of adapting their strategies to align with involved children's interests, which could foster a more inclusive environment and facilitate developmental progress in play and communication.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), autism, communication, Joint Attention-Symbolic Play-Engagement and Regulation (JASPER), Picture Exchange Communication System (PECS)