Peer-mediated intervention: Concept and implications for research and pedagogical practice of teachers of students with autism

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Abstract

Inclusion of students with autism has been a challenge for educators who indicate gaps in professional training, especially regarding interventions in the school context. The international literature shows evidence of the effectiveness of a type of intervention not found in the national literature, called peer-mediated intervention (PMI). This study aims to review the PMI in the education of students with autism and its implications for research and pedagogical practice. The theoretical principles of child development behind this intervention are examined to describe the evolution of different procedures and methodologies historically used. Research shows effectiveness of this intervention for improving social skills of special education students and, more recently, for academic learning of children with autism. The broad use from naturalistic to controlled environments, the low cost, and complexity favor its use as a pedagogical practice by kindergarten teachers in inclusive settings. However, the need of future studies addressing this topic in the Brazilian educational context is identified.

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How to Cite
Ramos, F. dos S., de Bittencourt, D. D., Camargo, S. P. H., & Schmidt, C. (2018). Peer-mediated intervention: Concept and implications for research and pedagogical practice of teachers of students with autism. Education Policy Analysis Archives, 26, 23. https://doi.org/10.14507/epaa.26.3367
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Author Biographies

Fabiane dos Santos Ramos, Federal University of Santa Maria

Doctoral student in Education/UFSM, Master in Education/UFSM, Specialist in Inclusive Education/FGV, Special Educator/UFSM, Member of the EdEA/UFSM group.

Daniele Denardin de Bittencourt, Federal University of Santa Maria

Undergraduate Student of the Evening Course on Special Education - Federal Universityof Santa Maria - RS. Scholarship from FIEX/CE/UFSM.

Síglia Pimentel Höher Camargo, Federal University of Pelotas

Doctor in Educational Psychology from Texas A&M University (USA). Associate Professor at the Faculty of Education and Postgraduate Program in Education of the Federal University of Pelotas (UFPel) and Coordinator of the Study and Research Group on Autism and Inclusion (GEPAI/UFPel).

Carlo Schmidt, Federal University of Santa Maria

Professor of the Postgraduate Program in Education of the Federal University of Santa Maria (UFSM), Department of Special Education. Coordinator of the Research Group Special Education and Autism (EdEA/UFSM).