The purpose of the study is to examine the impact of a peer-mediated intervention on the inclusion of students with Autism Spectrum Disorders (ASD) in the classroom. Three high school students from a Culturally and Linguistically Diverse (CLD) background receiving Special Education services with an autism eligibility and participated. A concurrent multiple baseline design across participants was used to measure the effectiveness of a peer-mediated intervention (independent variable) in a group of students on the autism spectrum (dependent variable) in the inclusive classroom. Results regarding peer-mediated sessions, teacher methodologies, and the increase of social oriented collaborative strategies among typical students and adolescents with ASD in the inclusive classroom are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]