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

Education Policy Analysis Archives

Síglia Pimentel Höher Camargo¹  Daniele Denardin de Bittencourt²  Carlo Schmidt²  Fabiane dos Santos Ramos² 

[1] Universidade Federal de Pelotas;Universidade Federal de Santa Maria;

关键词: Intervenção;    mediação de pares;    educação especial;    inclusão escolar;    autismo;   

DOI  :  10.14507/epaa.26.3367

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown