A Qualitative Study of the Impact of Peer Networks and Peer Support Arrangements in Project Pilot Schools. Research Brief. Winter 2018

Autor/inn/en	Logsdon, Patti; Samudre, Mark; Kleinert, Harold
Institution	University of Kentucky, Human Development Institute
Titel	A Qualitative Study of the Impact of Peer Networks and Peer Support Arrangements in Project Pilot Schools. Research Brief. Winter 2018
Quelle	(2018), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Pilot Projects; Peer Groups; Networks; Intervention; Evidence Based Practice; Disabilities; Friendship; Identification; Social Support Groups; Peer Relationship; Program Descriptions; Program Evaluation; Administrator Attitudes; Educational Practices; Class Activities; Helping Relationship; Educational Benefits; Elementary Secondary Education; Kentucky + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Gleichaltrigengruppe; Peer Group; Handicap; Behinderung; Freundschaft; Identifikation; Identifizierung; Social support; Soziale Unterstützung; Peer-Beziehungen; Programme evaluation; Programmevaluation; Bildungspraxis; Helfende Beziehung; Bildungsertrag
Abstract	Research shows that making friends can be especially hard for students with significant disabilities. Peer support arrangements and peer networks are evidence-based interventions that involve identifying and equipping a group of peers to provide ongoing support to individual students with significant disabilities in or outside of the classroom. Within inclusive, general education classrooms, peer support arrangements train students (typically 2-3 students) to provide academic and social supports to a student with significant disabilities during ongoing classroom activities. Beyond the classroom, a group of peers (usually three to six) form a peer network together with a student with a significant disability, to help foster social connections and friendships between classes, at lunch, in extracurricular activities, and/or beyond the school day. School staff facilitate these groups to ensure their success. Based on evidence-based practices, the Kentucky (KY) Peer Support Network Project was funded by the Commonwealth Council on Developmental Disabilities (CCDD) in 2014 to work with schools throughout the state in implementing peer networks and peer support arrangements. To determine the overall impact of the project, and develop recommendations for sustaining this work in Kentucky schools, CCDD asked the project to conduct a project evaluation, including structured interviews with school pilot site coordinators. This brief describes the findings of those interviews, as well as the steps that the project is taking to ensure other schools have the tools organizations need to avail themselves of these practices. (ERIC).
Anmerkungen	Human Development Institute. 126 Mineral Industries Building, Lexington, KY 40506. Tel: 859-257-1714; Fax: 859-323-1901; Web site: http://hdi.uky.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01