Promoting Inclusion, Social Connections, and Learning through Peer Support Arrangements

Autor/inn/en	Carter, Erik W.; Moss, Colleen K.; Asmus, Jennifer; Fesperman, Ethan; Cooney, Molly; Brock, Matthew E.; Lyons, Gregory; Huber, Heartley B.; Vincent, Lori B.
Titel	Promoting Inclusion, Social Connections, and Learning through Peer Support Arrangements
Quelle	In: TEACHING Exceptional Children, 48 (2015) 1, S.9-18 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059915594784
Schlagwörter	Severe Disabilities; Inclusion; Mainstreaming; Peer Teaching; Peer Relationship; Intervention; High School Students; Friendship; Social Development; Planning; Student Needs; Group Activities; Student Participation; Student Role; Regular and Special Education Relationship; Teaching Methods; Classroom Techniques; Teacher Role + Suchen Sie Ihr Suchwort? Severe disability; Schwerbehinderung; Inklusion; Peer group teaching; Peer Group Teaching; Peer-Beziehungen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Freundschaft; Soziale Entwicklung; Ablaufplanung; Planungsprozess; Gruppenaktivität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Lehrerrolle
Abstract	Ensuring students with severe disabilities access the rich relationship and learning opportunities available within general education classrooms is an important--but challenging--endeavor. Although one-to-one paraprofessionals often accompany students in inclusive classrooms and provide extensive assistance, the constant presence of an adult can inadvertently limit the social interactions and engagement of adolescents with severe disabilities within high school classrooms. Peer support arrangements can be a practical and promising alternative to exclusively relying on paraprofessionaldelivered support. We draw on our recent partnership with schools implementing these interventions for more than 50 high school students with severe disabilities and involving more than 100 peers without developmental disabilities. This article outlines practical steps for establishing these interventions in inclusive classrooms. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01