Peer Perceptions of the Learning Style of Children of the Autism Spectrum in Inclusive Elementary Schools

Abstract

This study aims to describe peer perceptions of the learning styles of autistic children in inclusive elementary schools, as well as the forms of interaction in learning. The study used a qualitative approach with a case study design to obtain an in-depth picture of the learning that took place. Participants included regular students who interacted with autistic students, class teachers and special assistant teachers as supporting informants. Data collection was carried out through interviews, observations, and documentation. Validation through triangulation of sources and techniques. The results of the study are that autistic students can participate in learning with 1) Visual media support and gradual instructions, 2) Slow Social Responses and Interaction Challenges, 3) Diverse Peer Perceptions, 4) Sensory Sensitivity and the Influence of the Learning Environment. Peers provide positive perceptions and provide a sense of learning comfort, as well as increase the participation of autistic students. Overall, this study confirms that positive social support and adaptive learning strategies have an important role in supporting the academic and social development of autistic students in an inclusive classroom environment.