ENHANCING SOCIAL SKILLS FOR STUDENTS WITH AUTISM SPECTRUM DISORDER IN NIGERIAN INCLUSIVE CLASSROOMS: A CASE STUDY.

ENHANCING SOCIAL SKILLS FOR STUDENTS WITH AUTISM SPECTRUM DISORDER IN NIGERIAN INCLUSIVE CLASSROOMS: A CASE STUDY.

ABSTRACT

This case study explores the implementation and effectiveness of interventions aimed at enhancing social skills for students with Autism Spectrum Disorder (ASD) in Nigerian inclusive classrooms. Recognizing the pivotal role of social competence in academic and personal development, this research employs a mixed-methods approach, combining behavioral assessments, teacher interviews, and classroom observations. The study encompasses a diverse sample of students diagnosed with ASD, attending inclusive classrooms across various regions in Nigeria. It demonstrate significant advancements in social skills among participants following the implementation of targeted interventions. Customized strategies, including social narratives, peer-mediated interventions, and structured social activities, facilitated notable improvements in areas such as peer interactions, communication, and emotional regulation. The study also highlights the importance of well-trained and empathetic educators in tailoring interventions to the specific needs of students with ASD. The research uncovers challenges in the provision of social skills support, including limited access to specialized training for educators, resource constraints, and a need for greater collaboration between school staff and parents. Additionally, cultural and societal factors may influence the perception and acceptance of social skills interventions, emphasizing the importance of culturally sensitive and contextually relevant strategies. this case study carries substantial implications for inclusive education policy and practice in Nigeria. Recommendations are proposed for the development of comprehensive social skills programs, including increased investment in professional development for educators, provision of resources for intervention implementation, and community engagement initiatives to enhance awareness and acceptance of social skills interventions. This research contributes to the broader discourse on inclusive education and the empowerment of students with Autism Spectrum Disorder. By showcasing the effectiveness of tailored social skills interventions within the Nigerian context, this study advocates for the adoption and integration of evidence-based practices to improve social outcomes for students with ASD. The insights garnered from this case study can serve as a foundation for further research and inform best practices in inclusive education for students with Autism Spectrum Disorder globally

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