Intervenção Mediada por Pares: Implicações Para a Pesquisa e as Práticas Pedagógicas de Professores com Alunos Com Autismo.

dos Santos Ramos, Fabiane; Denardin de Bittencourt, Daniele F. C.; Höher Camargo, Síglia Pimentel; Schmidt, Carlo

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 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. Researches show 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.

SOCIAL skills education; AUTISTIC children; AUTISM in children; KINDERGARTEN teachers; PEER mediation

Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas, 2018, Vol 26, Issue 23/24, p1

1068-2341

Academic Journal

10.14507/epaa.26.3367