The purpose of this research is to investigate how kids with ASD are accepted socially by their peers. Peer social acceptability may be seen in the manner in which autistic kids are treated by their peers as well as in how they show and demonstrate their desire to participate in various activities. In addition, the many kinds of connections that may be seen between ordinary students and pupils who have ASD. This research is a qualitative study that focuses on description. The participants in this research were classmates and their respective professors. Interviews and observations were the methods of data collection that were employed for this investigation. The method of data analysis that was employed was called descriptive analysis, and it included reducing the amount of data, presenting the data, and deriving conclusions from the data. Verifying the accuracy of the authors claims by using methods such as triangulation, extended observations, and consultation with others. Students who have ASD spectrum disorder may participate in social activities with their peers. The classroom instructors support and understanding helps ordinary students better appreciate the condition of students with ASD. The teacher also understands children with ASD when they have tantrums and may be an aid when students with ASD are having problems. Social interactions and group relations are the types of relationships that may develop between children with ASD and their typical classmates. Regular students are able to create group interactions with students who have ASD with the assistance of the class teachers promotion of the formation of study groups.
N. Ayasrah, M.; M. A. Shalaby, Y.; H. Elkasaby, W.; and A. M. Al-Maraziq, I.
"Peer Social Acceptance of Students with Special Needs,"
Information Sciences Letters: Vol. 12
, PP -.
Available at: https://digitalcommons.aaru.edu.jo/isl/vol12/iss1/28