Peer Supports as an Alternative to Individually Assigned Paraprofessionals in Inclusive High School Classrooms

Autor/inn/en	Carter, Erik W.; Sisco, Lynn G.; Melekoglu, Macid A.; Kurkowski, Colleen
Titel	Peer Supports as an Alternative to Individually Assigned Paraprofessionals in Inclusive High School Classrooms
Quelle	In: Research and Practice for Persons with Severe Disabilities (RPSD), 32 (2007) 4, S.213-227 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Disabilities; Special Education Teachers; Inclusive Schools; Mainstreaming; Paraprofessional School Personnel; Special Needs Students; Peer Teaching; Peer Relationship; High School Students; Regular and Special Education Relationship; Science Instruction; Art Education; Severe Disabilities; Teaching Methods + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Inclusive school; Integrative Schule; Sonderpädagogischer Förderbedarf; Peer group teaching; Peer Group Teaching; Peer-Beziehungen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Severe disability; Schwerbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Promoting access to the general curriculum has emerged as a central theme of the standards-based reform movement, challenging educators to identify effective strategies for supporting students with disabilities to access the numerous social and learning opportunities within general education. We examined peer support interventions as an alternative to one-to-one, adult-delivered support in high school science and art classrooms. All four participants with severe disabilities engaged in substantially more peer interactions when working with a peer support relative to when receiving direct support from a paraprofessional or special educator. Students' levels of academic engagement were not diminished because of participation in peer support arrangements. We discuss the contributions of these strategies to promoting peer interaction within inclusive classrooms, as well as offer recommendations for further refinement of this intervention approach. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10