THE IMPACT OF COOPERATIVE LEARNING STRATEGIES IN INCLUSIVE CLASSROOMS ON THE SOCIAL SKILLS DEVELOPMENT OF STUDENTS WITH MILD AUTISM

Тhe integration of students with mild Autism Spectrum Disorder (ASD) into inclusive classrooms faces social integration challenges beyond academics.While offering peer interaction opportunities, these students often experience social isolation due to core communication difficulties.This paper argues that structured cooperative learning strategies are a critical intervention to bridge this gap.By fostering positive interdependence and individual accountability, they create a predictable social environment where students can practice skills like turn-taking and problem-solving through peer modeling.Effective implementation requires systematic teacher training, peer preparation, and visual supports.When applied faithfully, cooperative learning becomes a potent catalyst for genuine social inclusion and skill development, fulfilling a core promise of inclusive education.