This study examines the influence of modular learning on the socialemotional development of students with autism in public Special Education (SPED) centres. The analysis provides a comprehensive examination of the learners' profiles, including their demographic origins, social and emotional skills, and degrees of intrinsic motivation. The data indicate a demographic distribution characterized by a noticeable difference in gender and a substantial presence of learners in the middle childhood stage. The parental backgrounds exhibit a notable level of educational achievement and a wide range of professional vocations. The learners demonstrate moderate proficiency in social and emotional abilities, specifically in terms of their tenacity and involvement in learning. However, they encounter difficulties in certain aspects of social interaction and emotional regulation. The study reveals a typically low level of inherent motivation for modular learning activities; however, some components do modestly engage the learners. Importantly, there was no substantial link observed between these social, emotional, and motivational aspects and the demographic factors of the learners. The study highlights the complex characteristics of autism and underlines the importance of modified educational and therapeutic approaches that acknowledge the unique requirements and abilities of each individual, going beyond simple demographic classifications.

This study examines the influence of modular learning on the socialemotional development of students with autism in public Special Education (SPED) centres. The analysis provides a comprehensive examination of the learners' profiles, including their demographic origins, social and emotional skills, and degrees of intrinsic motivation. The data indicate a demographic distribution characterized by a noticeable difference in gender and a substantial presence of learners in the middle childhood stage. The parental backgrounds exhibit a notable level of educational achievement and a wide range of professional vocations. The learners demonstrate moderate proficiency in social and emotional abilities, specifically in terms of their tenacity and involvement in learning. However, they encounter difficulties in certain aspects of social interaction and emotional regulation. The study reveals a typically low level of inherent motivation for modular learning activities; however, some components do modestly engage the learners. Importantly, there was no substantial link observed between these social, emotional, and motivational aspects and the demographic factors of the learners. The study highlights the complex characteristics of autism and underlines the importance of modified educational and therapeutic approaches that acknowledge the unique requirements and abilities of each individual, going beyond simple demographic classifications.