NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1072468
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0040-0599
Promoting Inclusion, Social Connections, and Learning through Peer Support Arrangements
Carter, Erik W.; Moss, Colleen K.; Asmus, Jennifer; Fesperman, Ethan; Cooney, Molly; Brock, Matthew E.; Lyons, Gregory; Huber, Heartley B.; Vincent, Lori B.
TEACHING Exceptional Children, v48 n1 p9-18 Sep-Oct 2015
Ensuring students with severe disabilities access the rich relationship and learning opportunities available within general education classrooms is an important--but challenging--endeavor. Although one-to-one paraprofessionals often accompany students in inclusive classrooms and provide extensive assistance, the constant presence of an adult can inadvertently limit the social interactions and engagement of adolescents with severe disabilities within high school classrooms. Peer support arrangements can be a practical and promising alternative to exclusively relying on paraprofessionaldelivered support. We draw on our recent partnership with schools implementing these interventions for more than 50 high school students with severe disabilities and involving more than 100 peers without developmental disabilities. This article outlines practical steps for establishing these interventions in inclusive classrooms.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A100391