Peer Support Arrangements in the Inclusive Middle School Setting: An In-Depth Look from Observations, Work Samples and Participant Perspectives

Autism;inclusion;peer support;Autism Spectrum Disorder;primary education;middle school;Special education;Department of Education

Cook, MicheleKenney, Christine ;

University of Michigan

关键词: Autism;    inclusion;    peer support;    Autism Spectrum Disorder;    primary education;    middle school;    Special education;    Department of Education;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/136761/Cook2017.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

This qualitative study focused on peer support arrangements for students with ASD at the secondary level.The purpose of the study was to determine what impact a peer support arrangement has on both students with ASD and peer partners’ academic attainment and perceptions of the intervention, as well as to better understand what supports peer partners utilize in peer support arrangements.Data were acquired through observations, work samples and interviews of students with ASD and peer partners.The results revealed students enjoyed the intervention, additional adult support and training are needed prior to and during the peer support arrangement, and time is needed to help students with ASD and their peers develop an understanding of one another and a relationship. Work sample results revealed overall growth for students with ASD and no regression of grades for peer partners. This study has implications for teachers supporting secondary students with ASD in accessing the general education curriculum.