Classwide Peer Tutoring with Mildly Handicapped High School Students

Maheady, Larry; Sacca, M. Katherine; Harper, Gregory F.

doi:10.1177/001440298805500106

Cited by 96 publications

(54 citation statements)

References 9 publications

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“…Likewise, in the three studies reporting academic performance data for students without disabilities, similar effects were found. Moreover, in three studies (Delquadri et al, 1983;Maheady et al, 1988;Pomerantz et al, 1994) the levels of improvement for students with mild disabilities on classroom tests (e.g., spelling tests, social studies tests) were socially significant. That is, when students with mild disabilities were in the peer tutoring condition, they scored high enough on tests and quizzes to earn passing grades, whereas they were failing previously.…”

Section: Discussionmentioning

confidence: 99%

“…That is, when students with mild disabilities were in the peer tutoring condition, they scored high enough on tests and quizzes to earn passing grades, whereas they were failing previously. In addition, anecdotal reports provided by Delquadri et al (1983), Maheady et al (1988), andPomerantz et al (1994) suggest that teachers and students alike were satisfied with peer tutoring as an instructional procedure.…”

Section: Discussionmentioning

confidence: 99%

“…tion classrooms. For example, in the study by Maheady et al (1988), only 15-20 students were enrolled in each class, and in the study by Pomerantz et al (1994), students with learning disabilities received additional instruction using CWPT in a resource class to substantially improve their academic gains. Moreover, in one of the two studies in which the classroom setting appeared typical, 40% of the students with learning disabilities in the peer tutoring condition performed no better than control students with learning disabilities (Phillips et al, 1993).…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, Maheady, Sacca, and Harper (1988) conducted a study examining the effect of CWPT on tenth-grade students' recall of social studies content in regular social studies classes, in which class sizes ranged between 15 and 20 students. Fourteen students with mild disabilities and 36 students without disabilities participated.…”

Section: Classwide Peer Tutoringmentioning

confidence: 99%

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Searching for Validated Inclusive Practices: A Review of the Literature

Fisher¹,

Schumaker²,

Deshler³

2017

Exceptional

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Classwide Peer Tutoringmentioning

confidence: 99%

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Searching for Validated Inclusive Practices: A Review of the Literature

Fisher¹,

Schumaker²,

Deshler³

2017

Exceptional

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“…Individualizing reading levels was necessary for students with and without disabilities in the fifth-grade classroom; when all students were reading materials on their ability level, their performance improved. Maheady, Sacca, and Harper (1988) used classwide peer tutoring (CWPT) in high school social studies classrooms where students with mild disabilities were included. Class-wide peer tutoring is a procedure by which all students tutor each other in a reciprocal arrangement, with each student serving the role as tutor and tutee.…”

Section: Practice #1: Cooperative Learningmentioning

confidence: 99%

Best Academic Practices for Inclusive Classrooms

King‐Sears¹

2017

focusXchild

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Concerning the title of this article: What is meant by "best?" Best means the finest, the greatest, the highest. "Best" for whom? Effective inclusion is best for everyone, not just students with disabilities. "Academic" practices toward what type of goal? Is the academic goal for a given student in the cognitive, affective, or psychomotor domain of learning? For example, a student with a learning disability may be working on cognitive IEP goals that emphasize reading and writing skills. A student with emotional or behavioral disorders may have affective IEP goals that emphasize ways to deal effectively with frustration. If a student with severe cognitive disabilities has affective IEP goals related to communicating during social situations, is the communication considered a cognitive area, or even a psychomotor area, for that student? A student with a physical disability may have psychomotor IEP goals that relate to reaching, manipulating, and movement. For each of these students, academics can encompass any of the domains of learning. Academic practices, therefore, are not confined to traditional content achievement areas such as reading, mathematics, and science.Conversely, are there best academic practices for exclusive, or segregated, settings? Baker ( 1994) contends that servicing students in separate environments came about through measurements that indicated a student was not successful in the mass educational system of the times, and not as a result of measures comparing students' success in noninclusive educational practices to inclusive ones. Similarly, Sobsey and Dreimanis (1993) note that a segregated service delivery model did not develop as a result of empirical research or evaluation.More recently, court decisions have placed the burden of proof on school systems to provide data that describe students' performance in inclusive environments with supplementary aids and services prior to removing students from these environments to more segregated ones (Yell, 1995). Baker concludes that current evidence that does compare students' achievement in integrated to segregated environments does not support the use of noninclusive environments for the education of students with disabilities.A mistaken impression of inclusion is that special education is not needed. The fallacy is that if more students with disabilities spend more time in general education classrooms, the numbers of students who need specialized services diminish such that the quantity of students for a special educator's caseload eliminates the need for as many special education teachers. On the contrary, the need for specialized services and special educators is not re-

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Suggested behavioral interventions in the classroom to assist students prenatally exposed to drugs

1998

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The population of children exposed prenatally to alcohol, cocaine, methamphetamine, and other legal or illegal substances has been rapidly growing in America. The known characteristics of this group include deficits in rule‐governed behavior, impulsivity, attention to task, language, sleep attachment, learning, social competence, coordination, hypersensitivity to environmental stimuli, and conduct problems. The purpose of this paper was to describe the characteristics of this population and match known, empirically demonstrated, data‐based strategies, such as teacher attention and praise, token reinforcement programs, daily report cards, contingency contracting, self‐instructional training, self‐management, peer tutoring, Direct Instruction, and combining behavior therapy with stimulant medication therapy, to specific academic and social deficits in children with parental histories of substance abuse. © 1998 John Wiley & Sons, Ltd.

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Classwide Peer Tutoring with Mildly Handicapped High School Students

Cited by 96 publications

References 9 publications

Searching for Validated Inclusive Practices: A Review of the Literature

Searching for Validated Inclusive Practices: A Review of the Literature

Best Academic Practices for Inclusive Classrooms

Suggested behavioral interventions in the classroom to assist students prenatally exposed to drugs

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