Barriers and Coping Efforts of Children with Autism in Social Interaction within the School Environment

Abstract

Children with autism often experience difficulties in developing social interaction skills due to limitations in communication, sensory processing, and behavioral regulation. This study aims to identify the various barriers to social interaction experienced by children with autism in school environments, as well as the efforts undertaken by teachers, peers, and schools to support their social participation. Using a literature review method of 20 relevant articles published over the past ten years, the findings indicate that children with autism encounter barriers such as difficulties in initiating communication, limited understanding of social cues, reduced eye contact, repetitive behaviors, and sensory sensitivities. Several intervention efforts were identified, including structured social skills training, peer-mediated approaches, the use of visual supports, teacher assistance, and modifications to the learning environment. This study concludes that effective collaboration among educators, peers, and families plays a crucial role in enhancing the social functioning of children with autism. Schools are therefore encouraged to develop inclusive programs that support meaningful social engagement.