Peer Teachers With Autism Teaching 3D Modeling

Few autism programmes address the needs of adolescents and young adults, and those that do are unlikely to include individuals with autism in the design and evaluation of the programme. This study involved nine youth with autism (ages 16-25) in the development and evaluation of a peer teaching progr...

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Bibliographic Details
Published in:International journal of disability, development, and education development, and education, 2019-07, Vol.66 (4), p.438-453
Main Authors: Wright, Cheryl, Diener, Marissa, Wright, Scott, Rafferty, Deborah, Taylor, Carly
Format: Article
Language:English
Subjects:
3D modeling
Ability
Adolescents
Autism
Computer Peripherals
Coping
participatory action research
peer teachers
Peer Teaching
Pervasive Developmental Disorders
Problem Solving
qualitative research
strength-based
Student Attitudes
Student Motivation
Students with Disabilities
technology
Young Adults
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Summary:Few autism programmes address the needs of adolescents and young adults, and those that do are unlikely to include individuals with autism in the design and evaluation of the programme. This study involved nine youth with autism (ages 16-25) in the development and evaluation of a peer teaching programme where they taught three-dimensional modelling to other students with autism spectrum disorder. The methodology was participant-oriented research where the students with autism were co-designers and programme evaluators in the research. This approach highlighted their unique strengths and abilities and shifted the power such that they were leaders and not simply the recipients of knowledge from instructors. Four themes emerged through the qualitative analysis of the students' perceptions of the peer teaching programme: 1) the meaning of peer teaching, 2) motivations for peer teaching, 3) challenges and 4) coping with the challenges of the role.
ISSN:1034-912X
1465-346X
DOI:10.1080/1034912X.2018.1540770