Navigating Engagement: A Case Study of a Learner with Autism Spectrum Disorder in a Peer-Supported Inclusive Classroom

This study explored how a learner with Autism Spectrum Disorder (ASD) manages task engagement in an inclusive classroom through peer-supported strategies. Grounded in Educational Resilience Theory, the research employed a qualitative single-case study design to uncover the complex interactions between classroom challenges and peer-mediated support mechanisms. The participants included one primary learner with ASD and five special education teachers selected through criterion purposive sampling. Data were gathered using structured classroom observations, reflective field notes, and a validated Key Informant Interview guide. To ensure methodological rigor, the instruments were aligned with Lincoln and Guba’s trustworthiness framework, and data collection proceeded until reaching saturation. The qualitative data were analyzed manually using Braun and Clarke’s six-phase reflexive thematic analysis framework. The findings revealed four major themes: (1) prominent academic vulnerabilities, including difficulty sustaining attention and initiating independent tasks; (2) the high efficacy of peer modeling and guidance as protective factors that directly facilitate task initiation and completion; (3) enhanced learner confidence and social inclusion explicitly driven by peer prompting and active encouragement; and (4) a distinct participant preference for peer-mediated support over direct teacher correction due to its less intimidating and highly encouraging nature. Ultimately, these results indicate that targeted peer-mediated strategies serve as vital external protective factors that effectively buffer attention deficits and enhance both academic engagement and social participation. The study contributes to inclusive education by illustrating how peer interactions foster resilience among learners with developmental challenges, offering educators a practical framework to design structured, peer-supported inclusive environments.