This article presents a review of studies that put in practice peer tutoring. Peer tutoring is a learning methodology based on the creation of pairs where one student adopts the role of tutor and the other the role of tutee, and where both students share a common learning objective. Although this educational practice is an inclusive methodology, its effects with students who have Autism Spectrum Disorder (ASD) are scarcely investigated. Due to this, the purpose of this systematic review is to study which are the effects and benefits of using this educational practice with students with ASD. At the beginning, 132 articles were located and 10 of them were included in the revision as matched with the inclusion criteria. The main results of the research show that peer tutoring can be an effective and inclusive strategy to increase social skills and academic skills, related to Physical Education, Mathematics and Language, of students with ASD. Moreover, it is also noted that the peers of students with ASD live the peer tutoring experience in a very positive way.

Peer tutoring; Autism spectrum disorder; Social skills; Academic skills; Inclusive education.