In recent years, the number of students with Autism Spectrum Disorder (ASD) in classrooms—both in mainstream and special education schools—has increased. This rise has presented, and continues to present, a challenge in providing a rigorous, effective, and inclusive educational response for all students.
There are several explanations for this increase. First, greater awareness of this disorder has led to better recognition and visibility of the condition. Secondly, the prevalence of ASD has increased in recent decades, although the key factor seems to lie in more accurate detection mechanisms and protocols, which now make it possible to identify a broader range of cases at an earlier stage—cases that in the past would have gone unnoticed and undiagnosed.
ASD, or Autism Spectrum Disorder, is a neurodevelopmental condition of genetic origin that causes difficulties in two main areas: on the one hand, the social and communicative dimension, and on the other, restricted and repetitive patterns of behavior, activities, and interests. The deficits in these two dimensions manifest in a wide variety of symptoms depending on the individual, with great variability. The term “spectrum” refers to this broad range of manifestations, which vary in severity and in the level of support a person might require.
In this article, we want to highlight, within the educational response, the importance of social bonds that are formed and how the peer effect—the influence of classmates of the same age—offers a wide range of interaction opportunities, particularly in key areas such as socialization, communication, and flexible thinking. Scientific research in this field has shown that these interactions must meet certain criteria to be successful for all participants, both for students with ASD and their classmates:
- Peers of the same age are the natural community for students with ASD, but they must learn—thanks to the guidance of adults—to recognize autism as just another characteristic, one that deserves respect and appreciation.
- Peers learn, directly and indirectly, from the examples set by teachers in their interactions with students with ASD, making teacher modeling a powerful opportunity to foster therapeutic interactions aimed at improving social and communicative skills.
- It is vital that environments shared with students with ASD are free from all forms of violence and become spaces of community protection.
- Inclusion in small peer groups facilitates participation in academic tasks and in the development of communication skills for students with ASD.
- The support of adults, by promoting communication through augmentative and alternative communication systems, or through educational actions and complementary activities, plays a key role in regulating interactions among students. It is crucial to evaluate how this support is provided, rather than assuming that natural interactions alone are sufficient for learning.
According to research, the impact of this peer effect on the communicative improvement of students with ASD is evident in progress made in social and communication skills. The increase in quality interactions—especially through engagement with peers who offer more frequent and varied opportunities for interaction—multiplies learning and developmental opportunities. Moreover, it fosters deeper relationships with social benefits that extend beyond the classroom and pave the way for friendships. Thus, it plays a key role in inclusion: everyone improves their skills, learns values that contribute to their happiness, and feels like part of the same group, forming meaningful and high-quality relationships.
Article translated from Periódico Educación
Adjunct Professor at Universitat de València. His research areas include Successful Educational Practices, Educational Inclusion, New Alternative Masculinities, and the Preventive Socialization of Gender Violence.