Research Article
Transforming Social Skills in Children with Autism: Inclusive Teaching Best Practices
@INPROCEEDINGS{10.4108/eai.29-5-2025.2360788, author={Nur’aeni Nur’aeni and Dhiyah Ulhaq Nazhifah Ulayya and Dyah Astorini Wulandari and Imam Faisal Hamzah}, title={Transforming Social Skills in Children with Autism: Inclusive Teaching Best Practices}, proceedings={Proceedings of the 7th International Seminar on Psychology Universitas Muhammadiyah Purwokerto, ISPsy 2025, 29th May 2025, Purwokerto, Central Java, Indonesia}, publisher={EAI}, proceedings_a={ISPSY}, year={2025}, month={12}, keywords={inclusive education; autism spectrum disorder; social skills; companion teacher; intervention strategy}, doi={10.4108/eai.29-5-2025.2360788} }- Nur’aeni Nur’aeni
Dhiyah Ulhaq Nazhifah Ulayya
Dyah Astorini Wulandari
Imam Faisal Hamzah
Year: 2025
Transforming Social Skills in Children with Autism: Inclusive Teaching Best Practices
ISPSY
EAI
DOI: 10.4108/eai.29-5-2025.2360788
Abstract
Inclusive education mandates equitable opportunities for all students, including those with Autism Spectrum Disorder (ASD), yet many still face difficulties with social integration in inclusive settings. This study explores strategies employed by companion teachers to support the social skills of children with ASD in inclusive primary schools. A qualitative approach was used with purposive sampling of three companion teachers and three ASD students from ten ASD children at SD Muhammadiyah Ketanggungan, Brebes, Indonesia. Data were collected through observation, interviews, and documentation, then analyzed thematically. Results revealed the use of structured routines, adaptive environments, positive reinforcement, peer-mediated strategies, and interventions tailored to needs. These strategies improved verbal communication, empathy, self-regulation, and peer cooperation. Targeted companion teacher support thus significantly promotes social development in ASD children. The study contributes theoretically by enriching inclusive education literature and practically by offering guidance for teachers and stakeholders in fostering social-emotional growth for children with ASD.
