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ERIC Number: EJ756393
Record Type: Journal
Publication Date: 2005
Pages: 11
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1540-7969
Effects of Peer Support Interventions on Students' Access to the General Curriculum and Social Interactions
Carter, Erik W.; Cushing, Lisa S.; Clark, Nitasha M.; Kennedy, Craig H.
Research and Practice for Persons with Severe Disabilities (RPSD), v30 n1 p15-25 Spr 2005
Peer support interventions are emerging as an effective alternative to traditional paraprofessional models for assisting students with moderate to severe disabilities to access the general curriculum. To contribute to the refinement of peer support interventions, we evaluated the impact of altering the number of participating peers on the social and academic outcomes of students with and without disabilities. Our findings indicated that changes in the configuration of peer support arrangements differentially affected student outcomes. Specifically, higher levels of social interaction and contact with the general curriculum were observed when students with disabilities worked with two peers relative to one peer. The additive benefits of a second peer provide guidance to educators concerning the implementation of peer support interventions in inclusive classrooms. (Contains 2 tables and 4 figures.)
TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A