Development of peer communication patterns to create an inclusive social environment for children with autism disorder
Keywords:
Autism spectrum disorder, Peer communication, Inclusive education, Social environmentAbstract
This study explores how structured peer communication fosters an inclusive social environment for children with Autism Spectrum Disorder (ASD) at the London School Beyond Academy (LSBA). Using qualitative methods, including interviews and participatory action research, the study identifies three key domains of peer interaction: Play & Activities, Talk, and Helping Others. These interactions enhance social cohesion, mutual support, and communication skills, highlighting the potential of peer-based strategies like gamification and collaborative tasks. The findings align with the goals of inclusive education by reducing inequalities and promoting equitable opportunities, contributing to the Sustainable Development Goal (SDG) 10. This research provides actionable insights for educators and policymakers to create inclusive learning environments that empower children with ASD.
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