Two groups (one younger, one older) of children with autism participated in monthly art activities with same-age nondisabled peers at a children's museum. The study sought to investigate the feasibility of offering a cooperatively structured art education class for students with autism and nondisabled students, and to evaluate the effect of joint participation on the students' interactions with one another. Results indicated that both groups of children with autism were targeted for interactions from nondisabled peers significantly more often during intervention than during baseline, even though positive social interaction bids by nondisabled peers were rarely reciprocated and hardly ever initiated by peers with autism.

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The use of cooperative learning strategies within integrated recreational activities has proven to be a powerful combination in facilitating the inclusion of children with and without disabilities. This article offers a synthesis of research in this area, addressing five interrelated questions with experimental findings that should assist program leaders to plan, direct, and sustain successful inclusionary recreation programs.

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