Abstract
Exploring how peer-mediated interventions using a peer-buddy program improve social communication skills of middle school students with autism in inclusive classrooms.
Status
Graduate
Department
Educational Leadership (Special Education Concentration)
College
Gladys W. and David H. Patton College of Education
Campus
Athens
Faculty Mentor
Jesse Stryckle
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Exploring Educational Administrators’ Perspectives on Teacher Preparation and Inclusion Strategies in Middle Schools: A Qualitative Embedded Case Study in a Midwestern State
Exploring how peer-mediated interventions using a peer-buddy program improve social communication skills of middle school students with autism in inclusive classrooms.