Social Belonging and Peer Acceptance in Children with Autism in Elementary School Inclusion Classes

Sifa Fauziah; Edora  Edora

doi:10.61227/paezg359

Authors

Sifa Fauziah Universitas Pelita Bangsa
Edora Edora Universitas Pelita Bangsa

DOI:

https://doi.org/10.61227/paezg359

Keywords:

Autism, Social Belonging, Inclusive Education, Peer Acceptance, Elementary School

Abstract

Despite the growing implementation of inclusive education, many autistic students continue to experience difficulties in achieving meaningful social participation within mainstream classrooms. While schools increasingly provide physical access to inclusive settings, challenges related to peer acceptance, social belonging, and participation in everyday social interactions remain prevalent. Limited social inclusion may hinder autistic students’ opportunities to develop friendships, engage in collaborative activities, and establish a sense of belonging within the school community. Therefore, understanding their lived social experiences is essential for strengthening inclusive educational practices. This study aimed to examine the social experiences of an autistic student in an inclusive elementary school, focusing on peer acceptance, social belonging, and the role of teachers in fostering an inclusive social environment. The research employed a qualitative approach using a single case study design. The participant was one autistic student enrolled in an inclusive elementary school and selected through purposive sampling based on active involvement in classroom social interactions. Data were collected through participant observation, in-depth interviews, and document analysis. The data were analyzed using thematic analysis supported by NVivo 14 software. The findings revealed that peer acceptance was often conditional and situational. Although classmates generally accepted the student during structured classroom activities, social interaction outside academic contexts remained limited. The participant experienced difficulties in developing reciprocal friendships and participating in spontaneous peer activities. Nevertheless, teacher interventions, peer empathy, and collaborative learning activities contributed positively to social engagement and participation. Teachers served as key social mediators by facilitating interaction opportunities, encouraging collaboration, and promoting an inclusive classroom climate. The findings suggest that successful inclusion extends beyond physical placement and academic participation. Meaningful inclusion requires supportive social environments that foster peer acceptance, social belonging, and active participation. The study highlights the importance of teacher-mediated strategies in promoting positive social experiences for autistic students in inclusive elementary schools.

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