Messy Play as a Therapeutic Program for Autism Spectrum Disorder

Abstract

The present Messy Play program was implemented at the Special Education and Vocational Training School of Serres (EEEEK of Serres) and was addressed to students with Autism Spectrum Disorder (ASD). The aim of the program was to utilize sensory and experiential play aw an educational tool to enhance students’ s active participation, autonomy, communication and social interaction. Through structured yet flexible activities, students had the opportunity to explore different textures, colors, materials and sensory stimuli, while engaging in free experimentation and self-expression. The activities were adapted to each student’ s individual sensory profile, abilities, preferences and pace of participation with an emphasis on creating a safe and predictable learning environment. Participation in the program provide opportunities for sensory exploration and regulation, development of fine motor skills, enhancement of attention, expression of emotions and communicative intentions, as well sas the development of cooperation and interaction skills. At the same time, the emphasis on the process rather than the final outcome allowed students to experience play as an enjoyable and creative activity. The implementation of the program highlighted the potential of Messy Play as a flexible, inclusive and student- centered educational approach in the education of students with autism, providing meaningful opportunities for exploration, self-expression, communication and social participation.