Make Room in the Game

Ask whether the children want the proposed activity before examining its rules. A familiar game is not automatically welcome every time. Offer a suitable explanation of what is involved and room to decline, watch or suggest another ordinary activity. Do not make participation a test of confidence, cooperation or belonging.

Describe the actual participants and communication preferences without assigning diagnoses or ranking abilities. What instructions are already understood, which form is useful and what individual guidance applies? Adults may need professional advice about a particular child's needs. This guide does not supply that assessment. Keep private information out of a group explanation unless it is necessary through an appropriate process.

Choose one activity modest enough to review. Avoid beginning with a collection of new materials or a plan to transform a room. The adult should understand the ordinary game and be able to provide suitable supervision. If the proposed activity is unfamiliar or its suitability is uncertain, obtain appropriate advice rather than relying on a general inclusion label. The first outcome is an honest participation question: who wants to join, what role is welcome and what needs clarification? A child who observes or declines remains included in the adult's care without being forced into the game. Leave the invitation open to change and do not treat one response as a permanent preference.