Nurturing Connections: Innovative Teaching Strategies for Fostering Social Skills Development in Students with Autism Spectrum Disorder (ASD)

Abstract

The purpose of this qualitative study is to investigate innovative teaching strategies that can facilitate social skills development among students with a diagnosed Autism Spectrum Disorder . In this regard, the primary focus of the study is to use the semi-structured interviews of eight participants experienced in special education to reveal best practices and efficient outcomes of creating an inclusive learning environment. Thematic analysis identified major themes such as visual aids and support, peer-mediated interventions, technology integration, experiential learning, mindfulness, social-emotional learning, a strength-based approach, and a culture of acceptance. Use of visual aids and social stories should be a part of all tasks and lessons to assist with understanding social cues. It creates inclusivity by supporting different types of learners. In summary, interventions with peer mediation have been highly applauded for availing socialization opportunities for students. The intervention also facilitated empathy and understanding among the peers. Additionally, the incorporation of technology has shown promise as a means of promoting social skills development through interactive sessions. Experiential learning activities have also been favored since they promote collaboration and engagement. Finally, mindfulness and SEL practices were favorites since operationalizing feelings enabled students to navigate social situations confidently and compassionately. Future studies should investigate how sustainable these intervention strategies are, customize the interventions to the individual student, examine the student experience in inclusive learning environments, incorporate new technology, and form collaborative relationships to foster social skill development and inclusive education for students with ASD.