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

Carter, Erik W.; Moss, Colleen K.; Asmus, Jennifer M.; Fesperman, Ethan; Cooney, Molly; Brock, Matthew E.; Lyons, Gregory; Huber, Heartley B.; Vincent, Lori B.

doi:10.1177/0040059915594784

Cited by 49 publications

(44 citation statements)

References 15 publications

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“…One reason for this may be that even when they are included, students with severe disabilities may not be present in their general education classrooms for a substantial amount of instructional time, and they may experience limited proximity to classmates without disabilities when there (Feldman, Carter, Asmus, & Brock, 2016). Thus, these results support ongoing efforts to increase and improve access to the general education curriculum by students with severe disabilities (Carter et al, 2015; Jorgensen et al, 2006).…”

Section: Discussionsupporting

confidence: 68%

The Nature of Friendship Between Students With and Without Severe Disabilities

Rossetti

Keenan

2017

Remedial and Special Education

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Friendships are developmentally important and personally beneficial relationships for all children and youth. Despite emphasis from families and educators of students with severe disabilities on the importance of promoting and supporting friendships with their typically developing peers in inclusive settings, such relationships remain infrequent. We conducted an integrative thematic literature review of research that directly examined the nature of friendship between students with and without severe disabilities to better understand how researchers define friendship, identify participants, and confirm participants' friendships. Implications for future research are discussed. We also sought to identify themes in extant research to guide future intervention. The thematic findings point to the importance of adults providing direct support while fading their proximity to students, and of typically developing peers negotiating the ongoing tension between the roles of helper and friend.

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Section: Discussionsupporting

confidence: 68%

The Nature of Friendship Between Students With and Without Severe Disabilities

Rossetti

Keenan

2017

Remedial and Special Education

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“…Additionally, Likert-type scales were also included rating peer tutoring's benefits for students with and without SEN (10 items); peer tutoring's benefits for the teachers themselves (six items); and teachers' selfefficacy perceptions for implementing peer tutoring in their classrooms (seven items). Based on various studies examining the impact of peer tutoring on students' academic and social skills along with studies examining teachers' attitudes and perceptions of peer tutoring (e.g., Carter, Moss, Asmus, et al, 2015;Jones, 2007;Van Keer and Vanderlinde, 2013), the authors developed the scales on the last part of the questionnaire. In all these scales, the higher score represents a higher degree of agreement with the statements.…”

Section: Instrumentsmentioning

confidence: 99%

Teachers’ attitudes towards inclusion and their self‐efficacy for inclusive practices as predictors of willingness to implement peer tutoring

Avramidis

Toulia

Tsihouridis

et al. 2019

Research in Spec Educ Needs

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The attitudes teachers hold towards inclusion are one of the most widely researched themes in the field of inclusive education. Contrary to the most attitudinal studies which are solely focusing on examining the impact of a host of factors in the formation of teacher attitudes, the present study sought to link the reported attitudes towards inclusion and teachers’ self‐efficacy for inclusive practices with an actual inclusive instructional approach, that of peer tutoring. Participants were 225 Greek general teachers and 69 special education counterparts who responded to a questionnaire consisting of the Core Perspectives Scale from the My Thinking about Inclusion scale, the Teacher Efficacy for Inclusive Practice scale and other scales measuring their attitudes towards peer tutoring. Results indicated that general teachers held neutral attitudes towards inclusion while their special education counterparts held significantly more positive ones. General teachers were found to be less positive in their self‐efficacy for inclusive practices than the special education counterparts with the exception of the managing behaviour dimension. General teachers emphasised mainly the social gains achieved by students participating in a peer tutoring program. Moreover, they considered peer tutoring as an effective means for including students with diverse needs in their classrooms. Importantly, this study found that teachers’ attitudes towards inclusion and their self‐efficacy for inclusive practices largely predict their willingness to implement a peer tutoring program in their classrooms. The paper concludes with highlighting the need to offer teachers professional development courses that positively influence their attitudes and enhance their sense of self‐efficacy in implementing peer tutoring.

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“…Students with moderate to severe intellectual disabilities gain peer acceptance, popularity, and frequency of interactions with their peers without disabilities ( Piercy et al, 2002 ). Specific interventions based on promoting peer support have demonstrated promoting academic engagement and improvement ( Carter et al, 2015 , 2017 ), enhanced interactions and socialization ( Schoger, 2006 ; Kohler et al, 2007 ; Schmidt and Stichter, 2012 ; Carter et al, 2015 , 2017 ; Chung and Douglas, 2015 ; Lane et al, 2015 ; Simpson and Bui, 2017 ), and language development ( Schmidt and Stichter, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools

2018

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Providing an inclusive and quality education for all contributes toward the Sustainable Development Goals of the United Nations. High-quality learning environments based on what works in education benefit all students and can be particularly beneficial for children with disabilities. This article contributes to advance knowledge to enhance the quality of education of students with disabilities that are educated in special schools. This research analyses in which ways, if any, interactive learning environments can be developed in special schools and create better learning opportunities for children with disabilities. A case study was conducted with students with disabilities (N = 36) and teaching staff in a special school, involving interviews and focus groups. We argue that rethinking the learning context by introducing instruction models based on interaction benefit children with disabilities and provide high-quality learning and safe and supportive relationships for these students, thereby promoting their educational and social inclusion.

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

Cited by 49 publications

References 15 publications

The Nature of Friendship Between Students With and Without Severe Disabilities

The Nature of Friendship Between Students With and Without Severe Disabilities

Teachers’ attitudes towards inclusion and their self‐efficacy for inclusive practices as predictors of willingness to implement peer tutoring

Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools

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