Rozwój emocjonalny dzieci w spektrum autyzmu w kontekście akceptacji rówieśniczej
Emotional Development of Children with Autism Spectrum Disorder and Peer Acceptance

Summary/Abstract: The article examines the influence of peer acceptance on the emotional development of children with autism spectrum disorder (ASD) in early school age. The aim of the research was to analyse the relationship between the child’s sociometric position and their well-being, including emotional regulation, anxiety levels, and self-esteem. The research process followed a qualitative paradigm, using a case study strategy. Due to the researcher’s role as a teacher-educator, long-term participant observation and triangulation of the perspectives of three respondent groups – students, teachers, and parents – were employed. The results indicate a high convergence between students’ subjective sense of acceptance (92% declaring they are liked) and the professional assessment of teaching staff and parents. It was shown that a supportive peer environment plays a protective role, reducing anxiety and fostering the development of socio-emotional competencies in children with ASD. The analysis proves that the full personalization of the inclusion process, based on deliberate educational activities, minimizes the risk of isolation and creates space for the integral development of the person in the spirit of pedagogical personalism. The conclusions provide recommendations for practice, highlighting the teacher’s role as an animator of empathy and understanding within the classroom group.

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