Promoting Access to the General Curriculum Using Peer Support Strategies

Abstract

Promoting access to the general curriculum for students with disabilities has emerged as a central theme of recent legislative and policy initiatives. Ensuring that students with severe disabilities benefit fully from the myriad learning and social opportunities available through the general curriculum remains an important challenge, particularly at the secondary level. We discuss peer support interventions, a form of peer-mediated intervention, as an effective approach for engaging youth with severe disabilities more meaningfully in the general curriculum, as well as promoting academic success for classmates serving as peer supports. We describe the core elements of these interventions, review research pertaining to the academic and social benefits available to participating students, and discuss factors that may account for the effectiveness and social acceptability of this intervention approach.

Accessible Congregations Campaign: Follow-Up Survey of Impact on Individuals With Intellectual/Developmental Disabilities (ID/DD)

“…There were far more responses about benefits than about challenges, with some specific examples of relational and emotional ties, such as the reported benefits of "more folks to make friends with," "love" and "compassion." These examples of emotional benefits mirror the types of benefits reported by community members in other environments inclusive of people with ID/DD such as community groups, schools, and employment (e.g., Amado, Boice & DeGrande, 2012;Carter & Kennedy, 2006;Chadsey, 2008), when community members have had the chance to get to know people with disabilities in more personal relationships.…”

Inclusive Inquiry Science Using Peer-Mediated Embedded Instruction for Students with Moderate Intellectual Disability

“…Using guidelines from Carter and Kennedy (2006), this study included four core components of peer support interventions: (a) select students, (b) train peers, (c) implement peer-delivered support, and (d) provide adult monitoring. After baseline and before intervention, during one 1-hr workshop, we trained peers to (a) embed a minimum of three learning trials per each science response (two science words, two science pictures, two word/picture matches, two concept statements) using constant time delay, and (b) embed trials to self-monitor science behaviors using a KWHL chart.…”

Students with Developmental Disabilities in Catholic Schools: Examples in Primary and Secondary Settings

“…Inclusion in general education provides students with disabilities access to both academic and social opportunities that are generally not available in segregated settings (Downing & Eichinger, 2008). The general education classroom offers students with disabilities access to the core curriculum (Soukup, Wehmeyer, Bashinski, & Bovaird, 2007), greater opportunities for growth in communication and social interaction (Rafferty, Piscitelli, & Boettcher, 2003), and the benefit of typically developing peers modeling age-appropriate behavior (Carter & Kennedy, 2006). Further, research has shown that students without disabilities benefit from the inclusion of students with disabilities in their classes as well (Downing & Peckham-Hardin, 2007;Katz & Mirenda, 2002).…”

“…However, these models fall short of providing truly inclusive programming, as students with disabilities are still being placed in self-contained settings. Being educated, even just part of the school day, in a special education setting might restrict access to the general curriculum (Soukup et al, 2007) and peer models (Carter & Kennedy, 2006). By extending the work that has begun at Children of Peace and Notre Dame College Prep, Catholic schools can develop inclusive programming for students with developmental disabilities.…”