Peer Interactions Among Students with Autism and the Effects on Transitioning to Middle School

Abstract

Many students, parents, and educators today are concerned about the climate in school environments, especially during times of transitioning from one environment to another. Besides having to adjust to a new environment and meet new people, students with Autism Spectrum Disorder (ASD) continue to be affected by various social and behavioral issues, such as bullying and transgressions that disrupt the ease of all students to be accepted in middle school. This report responds to these difficulties by identifying middle school student and staff perceptions of inclusion of students with ASD and what needs to be done to ease the anxiety these students have transitioning to middle school. This paper addresses the effects of peer support/mentor groups for students with ASD transitioning to inclusive middle school settings on their relationships and interactions with peers. The goal for the research was to find out the feelings and attitudes of staff and students (grades 6 through 8) regarding incorporating more of a collaborative environment that encourages students to work together to prepare for middle school. This investigation, based on the data analysis, indicated that current middle school students believed the transition programs either did not help them or there were no programs in place. However, students expressed the need for and interest in peer support groups and programs available in 5th grade to help prepare them to adjust to new settings more effectively and successfully.