Published Paper Details:

Abstract The purpose of this research study was to determine the specific abilities of students with autism and their peer learners that may contribute to the achievement of peer-mediated intervention strategies. Autism students and peer learners were co-ordinationed based on skill level, age, and preferences; the autism students participated in a different of activities throughout a week-long day inclusive education set-up. Peer learners were taught how to interact with autism students, and what social behavioral methods to use and technicians were trained to facilitate these interactions. Current qualitative case study research was designed to determine patterns across the co-ordinationed pairs. Existing research study has endeavored to explore some research objectives to fulfill the target of study and has espoused a purposive sampling technique for the selection of respondents. Eleven case study pairs were selected based upon attendance at inclusive education set-up and set-up was held on a TEPSE & HEPSN Centre campus in Jodhpur District, Rajasthan Findings indicate that peer learners specific abilities and the specific abilities of the autism student contribute to the achievement of a peer learning intervention.