TYPICAL PEERS’ PERCEIVED SELF-EFFICACY TOWARDS INCLUDING STUDENTS WITH AUTISM SPECTRUM DISORDER
One in 59 children is identified as having an Autism spectrum disorder (ASD). The Individuals with Disabilities Education Act (IDEA) mandates that students with disabilities be educated in the general education setting with typical peers to the maximum extent possible. This practice of inclusion has...
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| Format: | Others |
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UKnowledge
2019
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| Online Access: | https://uknowledge.uky.edu/edp_etds/84 https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1092&context=edp_etds |
| Summary: | One in 59 children is identified as having an Autism spectrum disorder (ASD). The Individuals with Disabilities Education Act (IDEA) mandates that students with disabilities be educated in the general education setting with typical peers to the maximum extent possible. This practice of inclusion has led to increased social-isolation and peer rejection among students with ASD. Research suggests inclusion alone without implementing peer intervention training is ineffective in fostering positive interactions between students with ASD and their typical peers. Therefore, the purpose of this study is to contribute to the literature by evaluating a peer educational intervention designed to promote positive peer relations among students with ASD, as well as, examine the effects of a peer educational intervention on typical peers’ perceived level of self-efficacy in interacting with students with ASD. |
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