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Journals / Turkish Journal of Special Education Research and Practice / 2026 / Cilt: 8 Sayı: 2

Social Participation of Students with Autism Spectrum Disorder: A Peer Network Implementation on a University Campus

Otizm Spektrum Bozukluğu Olan Öğrencilerin Sosyal Katılımı: Üniversite Yerleşkesinde Akran Ağı Uygulaması

Şenol Demirtaş(ARTVİN ÇORUH ÜNİVERSİTESİ)0000-0002-2694-4996
Nilüfer Altun(ORDU ÜNİVERSİTESİ)0000-0001-8502-0286
Necdet Karasu(GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ)0000-0001-7507-4109
Pages
97–134
Publication Date
2026-10-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The article offers a practical framework for educators and practitioners seeking to implement peer network interventions in community settings.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This article describes how a peer network intervention can be implemented in out-of-school settings to support the social participation of students with autism spectrum disorder (ASD), drawing on a project conducted on a university campus.
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Key Findings & Data:The five-day program involved seven students with ASD and 14 typically developing peers.
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Conclusion & Impact:The article offers a practical framework for educators and practitioners seeking to implement peer network interventions in community settings.
🔬Design:Öğretim Uygulaması
📍Scope:Comprehensive Sample
⚙️Variables:otizm spektrum bozukluğu · akran ağı · üniversite yerleşkesi

Abstract

This article describes how a peer network intervention can be implemented in out-of-school settings to support the social participation of students with autism spectrum disorder (ASD), drawing on a project conducted on a university campus. The five-day program involved seven students with ASD and 14 typically developing peers. Seven peer networks were established, each comprising one student with ASD and two peers. Peers received training before joint activities, and activities were planned around shared interests, including drama, art, sports, technology, music, campus exploration, and naturally occurring social routines. Adult facilitation, safety procedures, transportation, and logistical arrangements supported implementation throughout the program. The university campus provided varied physical and social resources that combined structured activities with natural opportunities for interaction. The implementation experience highlights the importance of carefully planning peer selection, adult support, safety, staffing, and the transfer of practices to school settings. The article offers a practical framework for educators and practitioners seeking to implement peer network interventions in community settings.

Özet

Bu makalenin amacı, otizm spektrum bozukluğu olan öğrencilerin sosyal katılımını desteklemek için akran ağı müdahalesinin okul dışı bir bağlamda nasıl uygulanabileceğini üniversite yerleşkesinde yürütülen bir proje örneği üzerinden açıklamaktır. Proje, otizm spektrum bozukluğu (OSB) olan yedi öğrenci ve 14 akranla beş günlük bir program olarak yürütülmüştür. Her biri OSB olan bir öğrenci ile iki akrandan oluşan toplam yedi akran ağı oluşturulmuş; akranlar uygulama öncesinde hazırlanmış; ortak ilgi alanlarına dayalı drama, sanat, spor, teknoloji, müzik, yerleşke keşfi ve doğal sosyal rutinlere yönelik etkinlikler planlanmıştır. Etkinlikler boyunca yetişkin kolaylaştırıcılığı sağlanmış; güvenlik, ulaşım ve lojistik düzenlemeler yapılmıştır. Üniversite yerleşkesinin farklı fiziksel ve sosyal olanakları, yapılandırılmış etkinliklerle doğal etkileşim fırsatlarını bir araya getiren bir uygulama ortamı sunmuştur. Uygulama deneyimi; akran seçimi, yetişkin desteği, güvenlik, personel planlaması ve okul ortamına aktarımın benzer uygulamalarda dikkatle yapılandırılması gerektiğini göstermekte ve uygulayıcılar için somut bir çerçeve sunmaktadır.

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Cite This Article

Demirtaş, Ş., Altun, N., Karasu, N. (2026). Social Participation of Students with Autism Spectrum Disorder: A Peer Network Implementation on a University Campus. Turkish Journal of Special Education Research and Practice, Cilt: 8 Sayı: 2, 97–134. https://doi.org/10.37233/trsped.drr.2037121

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