Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review
| Autor: | Matthew E. Brock, Heartley B. Huber |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
030506 rehabilitation
Medical education Evidence-based practice education 05 social sciences Rehabilitation 050301 education Peer support Peer relationships Education 03 medical and health sciences Educational research Social support Learner engagement 0305 other medical science Psychology 0503 education |
| Zdroj: | The Journal of Special Education. 51:150-163 |
| ISSN: | 1538-4764 0022-4669 |
| DOI: | 10.1177/0022466917708184 |
| Popis: | Peer support arrangements involve peers without disabilities providing academic and social support to students with severe disabilities (i.e., students eligible for their state’s alternate assessment) in general education classrooms. We conducted a systematic literature review of studies published through 2016 to determine whether peer support arrangements meet Council for Exceptional Children (CEC) criteria as an evidence-based practice. From our review of 11 studies, we found that peer support arrangements are an evidence-based practice for promoting social interactions for secondary students with severe disabilities in both core academic and elective classes. Evidence for increased academic engagement of students with severe disabilities is mixed, and evidence for other outcomes is promising—including increased academic engagement for peers who provide support. We provide recommendations for teachers. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|