Building a community that engages neurotypical students with children with autism through play can promote acceptance and inclusivity for children with autism. Through the capstone program project, 5th-grade students completed a seven-week prgroam with an occupational therapist (OT) who integrated with learnings of autism and applied their understanding of play, communication, inclusivity, and diversity within a classroom of preschool children with autism. Using the Integrated Play Group (IPG) model philosophy of using play as a modality to bridge the interaction between neurotypical children and children with autism, the 5th-grade children completed the curriculum to develop empathy and acceptance towards the preschool children. The fifth grade students completed the Shared Activity Questionnaire (SAQ) and Activity Checklist (ACL) before and upon completion of the program. Statistical significance was found with participants choosing less negative or unfavorable qualities towards children with autism after they participated in the inclusivity program. Therefore, 5th grade neurotypical students who participate in a seven-week inclusivity program with a mentoring component are more accepting of children with autism by attributing fewer negative qualities towards children with the condition.
