This article explores the nature, role and interpretive meanings of autistic children’s independent and social play with peers to inform inclusive practices. Topics include: neurodevelopmental and sociocultural influences on autistic children’s peer play experiences; limitations of a neurotypicality framework and advantages of a neurodiversity framework for delineating divergent expressions and developmental variations in play; illustration of the Integrated Play Groups model for guiding autistic and neurotypical children in co-creating an inclusive play culture; implications for inclusive practices from human rights and social justice perspectives.