FOSTERING INCLUSION: THE ROLE OF PEER-MEDIATED INTERVENTIONS FOR SOCIAL SKILL DEVELOPMENT IN STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD)STUDENTS
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Autism Spectrum Disorder, Education, Inclusion, Interventions, , Peer-Mediated Social Skills
Abstract
Inclusion of students with Autism Spectrum Disorder (ASD) in general education classrooms remains a significant challenge. One of the key barriers to successful inclusion is the difficulty these students often face in developing appropriate social skills. Peer-mediated interventions (PMIs), where typically developing peers are trained to assist students with ASD, have shown promise in enhancing social skills and promoting social integration. This study explores the role of PMIs in fostering social skill development in students with ASD. The research aims to assess the effectiveness of a structured PMI program in improving the social interaction and communication abilities of students with ASD in inclusive settings. A mixed-methods approach was employed, combining quantitative data from pre- and post-intervention assessments of social skills and qualitative data from observations and interviews with teachers and peers involved in the intervention. The results indicate significant improvements in the social skills of students with ASD, including increased peer interactions and better communication in classroom activities. Teachers and peers reported positive changes in their interactions with students with ASD, highlighting the success of the PMI program in promoting social inclusion. The study concludes that PMIs can be an effective and sustainable approach to supporting social skills development and enhancing the inclusion of students with ASD in mainstream classrooms.
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Copyright (c) 2025 Erik Johansson, Anna Karlsson, Magnus Andersson
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