Inclusion of Children with Autism Spectrum Disorder in Preschool Environment in Cameroon: Play as A Developmental Factor

Abstract

In a situation of Autism Spectrum Disorder (ASD), the child must be able to benefit from a setting that promotes his autonomy while reinforcing his sense of belonging and acceptance of others. The study posits the problem of the psycho-affective development of the ASD child in an inclusive pre-school environment, through the play activities set up to achieve his empowerment. The interview guide and the observation grid of an inclusive school was used.  As result, school inclusion is a favorable space for the development of these children, with the condition to apply adequate psycho-pedagogical strategies. This can enhance the development of interaction and communication skills, promote a sense of belonging and acceptance among learners and children with ASD throw an adapted play activity.