Abstract
In this chapter we will discuss the role of peers in the G-ESDM, with a focus on the educational opportunities provided by interactions with typical children and the principles, strategies and procedures used in the G-ESDM to facilitate social participation and social learning in inclusive settings. Successful implementation of the G-ESDM in inclusive settings involves planning and implementation of group activities that are meaningful and rewarding for both children with autism and those without autism. In this context, typically developing children receive guidance by the adults on how to facilitate socialization and learning for their peers with autism.
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Vivanti, G., Duncan, E., Dawson, G., Rogers, S.J. (2017). Facilitating Learning Through Peer Interactions and Social Participation. In: Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism. Springer, Cham. https://doi.org/10.1007/978-3-319-49691-7_7
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DOI: https://doi.org/10.1007/978-3-319-49691-7_7
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