Mixed methods evaluation shows improved attitudes and knowledge about autism in middle-school students, suggesting peer-education supports inclusion.
Key Points
Peer-education intervention significantly improved knowledge and attitudes toward autism among participants, enhancing social understanding.
Post-test scores for knowledge and attitudes showed statistically significant differences between intervention and control groups after the program.
The study employed a mixed methods design involving 64 middle-school students, along with autistic peers and teachers, gathering both quantitative and qualitative data.
Feedback indicated strong social validity for the intervention, emphasizing its relevance for educators aiming to create inclusive environments.