High School Peer Buddy Program: Impact on Social and Academic Achievement for Students With Disabilities

Alqahtani, Ragea Mohammed; Murry, Francie R.

doi:10.19044/ejes.v2no1a1

Cited by 3 publications

(3 citation statements)

References 8 publications

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“…Vygotsky's ZPD is the area that encompasses what an individual can accomplish with help. Alqahtani and Murry (2015) supported the use of the zone of proximal development model through the Peer Buddy Program, to help students with EBD improve their social skills so they could be included and more successful in the general education classroom. Alqahtani and Murry (2015) asserted that matching students without EBD to peers with EBD in the general education setting supported students.…”

Section: How Zpd and Sct Support Behavioral Change?mentioning

confidence: 99%

Untitled

2022

Inf. Sci. Lett.

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The achievements in the study of human social and cognitive learning development are not ascribed to a single individual or theorist. This paper will examine how the theories promoted by Vygotsky and Bandura promote the foundation for the use of high leverage practices with students who display challenging behaviors in the classroom. Specifically, examining the major theoretical concepts of their work has allowed educators and others to develop classroom and behavioral management strategies that are effective for students with Emotional and Behavioral Disorders (EBD). The two theoretical concepts of sociocultural development theory and social cognitive theory have both been shown to support educators who are working to improve the academic and behavioral outcomes of students with emotional and behavioral disorders. Both of these theories have been used to develop teaching skills to provide all students, including students with behavioral challenges, better opportunities in education as well as success in the general education classroom. Moreover, these theories can be utilized to create professional development for educators on classroom and behavioral management strategies.

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Section: How Zpd and Sct Support Behavioral Change?mentioning

confidence: 99%

Untitled

2022

Inf. Sci. Lett.

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“…This system is vital for Gift (or for that matter any learner with a visual impairment) who will require support from outside the immediate home environment to shape and enhance the overall educational experience, strengthen social skills and limit unwanted disruptive behaviour (Adams 2016). A peer support system implies mutual benefits for Gift and his family as well as his peers, as it enables everyone to gain a better understanding of Gift whilst learning about themselves at the same time (Lee et al 2014;Alqahtani & Murry 2015;Adams 2016). On the other hand, lack of support for Gift (or any learner affected by visual impairment within the school and family circles) can be detrimental to the cognitive, social, emotional and academic development of the learner.…”

Section: Application To the Case Of Giftmentioning

confidence: 99%

Higher-order emotion identification by children with visual impairment: Developing emotional competence

Greyvenstein¹

2021

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This publication has been developed as part of the Teaching and Learning Development Capacity Improvement Programme which is funded and being implemented through a partnership between the Department of Higher Education and Training and the European Union. The content is based on a research project undertaken by the University of Pretoria, focusing on visual impairment. The contents of the publication are the sole responsibility of the respective authors of the chapters and cannot be taken to reflect the views of the European Union. Co-funded by the European Union Published by AOSIS Books, an imprint of AOSIS Publishing.

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“…A peer support system implies mutual benefits for Gift and his family as well as his peers, as it enables everyone to gain a better understanding of Gift whilst learning about themselves at the same time (Lee et al 2014;Alqahtani & Murry 2015;Adams 2016). On the other hand, lack of support for Gift (or any learner affected by visual impairment within the school and family circles) can be detrimental to the cognitive, social, emotional and academic development of the learner.…”

Section: Application To the Case Of Giftmentioning

confidence: 99%

Human rights and visual impairment

Bornman¹

2021

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This publication has been developed as part of the Teaching and Learning Development Capacity Improvement Programme which is funded and being implemented through a partnership between the Department of Higher Education and Training and the European Union. The content is based on a research project undertaken by the University of Pretoria, focusing on visual impairment. The contents of the publication are the sole responsibility of the respective authors of the chapters and cannot be taken to reflect the views of the European Union. Co-funded by the European UnionPublished by AOSIS Books, an imprint of AOSIS Publishing.

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High School Peer Buddy Program: Impact on Social and Academic Achievement for Students With Disabilities

Cited by 3 publications

References 8 publications

Untitled

Untitled

Higher-order emotion identification by children with visual impairment: Developing emotional competence

Human rights and visual impairment

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