Application of peer strategy in working with children with autistic spectrum disorders in inclusive school context

Abstract

Interventions based on peer support belong to the category of paraprofessional methods used in inclusive practice. Using the strategy of peer tutorship is recommended in working with children with autism, developmental disabilities, intellectual disabilities, attention deficit, as well as children with regular development. The aim of this paper is to by reviewing the available literature allocate research which in their research focus had set the issue of peer strategies and possibilities of their application in working with children with autism spectrum disorder. By searching electronic databases of the Serbian Library Consortium for Unified Acquisition the works in which the topic of peer tutorship in working with children with autism spectrum disorder were collected and analyzed. In moment when the inclusive practice is very current, and when the teachers continue to meet the challenge of executing instruction in the classroom in which there is a child with autism spectrum disorder, the application of this type of strategy could improve the processes of socialization and child involvement in school activities.

Intervencije bazirane na vršnjačkoj podršci pripadaju kategoriji paraprofesionalnih metoda koje se primenjuju u inkluzivnoj praksi. Upotreba strategija vršnjačkog tutorstva se preporučuje u radu sa decom sa autizmom, razvojnim smetnjama, intelektualnom ometenošću, deficitom pažnje, kao i sa decom redovnog razvoja. Cilj ovog rada je da se pregledom dostupne literature izdvoje istraživanja koja su u svoj istraživački fokus postavila problematiku vršnjačkih strategija i mogućnosti njihovih primena u radu sa decom sa poremećajem autističkog spektra. Pretragom elektronske baze podataka Konzorcijuma biblioteka Srbije za objedinjenu nabavku prikupljeni su i analizirani radovi u kojima je obrađivana tema vršnjačkog tutorstva u radu sa decom sa poremećajem autističkog spektra. U momentu, kada je inkluzivna praksa veoma aktuelna, i kada se nastavnici sreću sa izazovom realizacije nastave u razredu u kom se nalazi dete sa poremećajem autističkog spektra, primena ovog tipa strategija bi mogla poboljšati procese socijalizacije i uključivanja deteta u školske aktivnosti.