The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,

The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.1

The Inclusive Classroom: Strategies for Effective Differentiated InstructionBy

Margo A. MastropieriThomas E. Scruggs

Blanche Jackson Glimps, Contributor

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Promoting Inclusion with Classroom Peers

Chapter 9



Objectives Describe how to use classroom peers to promote social

acceptance.

Describe how students can be employed as peer assistants, and describe difference uses of peer assistants.

Describe and evaluate different types of peer tutoring programs.

Gain understanding of peer tutoring and the benefits for tutors and tutees.

Describe how to set up and evaluate a peer tutoring program.

Describe the benefits and challenges of cooperative learning, and describe types of cooperative group arrangements.

Compare and contrast the uses and features of cooperative learning and peer tutoring.


Promoting Social Acceptance

Peers can become involved in accepting students with special needs from their first placement in a general education classroom Have students brainstorm strategies to help

new student feel more accepted Select a strategy and implement Build community with Circle of Friends

activity Promote acceptance with Special Friends

Program

Peer Assistance Pairing students for the purpose of having one

student available to assist another student when necessary

Peers should lend assistance only when help is required

Peer assistants should be trained Consider selecting “less obvious students” for the task

Train to assist with different types of disabilities and activities

Monitor the program to determine if objectives are achieved


Peer Assistance Checklist Identify the situation that requires

assistance Identify peer assistants and buddies Train peers to work with students with

disabilities Allow peer assistants to observe the student Train buddies for particular need areas Train for appropriate social interactions Match peers and buddies Meet and explain process with peers Monitor progress and modify as necessary


Promote Peer Social Initiation

Procedures intended to enlist peer assistance in promoting social interaction with withdrawn or “isolate” children, including children with autism

Done by: Asking student to play Giving or sharing a desired toy Assisting the student in using a

particular material


Promote Peer Social Initiation Choose peer assistants who

Attend school regularly Consistently exhibit appropriate social skills with

peers Follow instructions reliably Maintain concentration on the task for at least 10

minutes per session Training should involve Explaining what will be expected Telling the student not to give up Rewarding the peer trainer for persistence


Peer Tutoring Tutoring can be a powerful tool in improving

inclusive classroom performance Helpful in addressing diverse learning needs Benefits include:

Improving academic skills in the subject tutored Tutors usually benefit by serving as “expert” May improve self-esteem May improve attitude toward the subject and

school Students with disabilities may enjoy higher levels

of social acceptance


Steps in Developing Peer Tutoring Program

1. Determine the content for tutoring material

2. Devise a tutoring plan Establish procedures Determine rules for appropriate behavior

3. Identify tutor roles and behaviors4. Monitor performance5. Collaborate with other teachers if

neededThe Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.10

Strategies for Implementing a Tutoring Program

Work across grade levels to implement cross-age tutoring Cross-age tutoring, older students serve as

tutors for younger, lower-functioning students

Implement same-age tutoring within your classroom Same-age tutoring, students who are more

skilled in a particular area can tutor less-skilled students


Classwide Peer Tutoring

One of the most highly recommended strategies for promoting achievement among diverse groups of learners

All student are divided into pairs who alternate roles of tutor and tutee to master basic skills

Benefits include increased time-on-task and opportunities to respond

Recommended as a “Tier 1” Response to Intervention (RTI) approach

Can be used at all grade levels and subjects


Planning and Implementing a Tutoring

Program Clarify the specific objectives of the program List objectives in a form that can be easily

measured Choose tutoring partners carefully Establish rules and procedures Implement the tutoring program, monitor, and

consistently enforce rules and procedures Evaluate frequently


Classwide Peer Tutoring in Reading

Pair each student with a partner The stronger reader reads the assigned passage aloud to

the partner for 5 minutes The roles are reversed and the weaker reader reads for 5

minutes In a 2-minute “retell” session, the weaker reader is

prompted to answer questions about what was learned In “paragraph shrinking,” the weaker student provides

information (e.g., who, what, and main idea) for each paragraph

In “prediction relay,” the student predict, read, check, and summarize


Strategies for Implementing a Tutoring

Program Use a variety of tutoring materials Schedule regular tutoring sessions Devote one 45 minute session to teach

students how to use the materials correctly and how to be a helpful partner

Teach students specific words and gestures for reinforcing partners

Emphasize good sportspersonship and cooperative behavior


Secondary Level Classwide Peer Tutoring

Used in areas such as Reading Social studies English Chemistry History


Cooperative Learning Students are assigned to small groups

and work collaboratively to complete group activities

Strategies Create specific academic and/or social

skills objectives Determine group parameters Explain goals, rules, roles, and procedures Monitor group activities Evaluate individual or group efforts


Cooperative Learning

Integrate students with special needs Prepare students with special needs Explain procedures and rules Present them with a role in the group

that is appropriate for their skill level Prepare students without disabilities Teach how to interact appropriately

and how to accept individual differences in learning


Cooperative Learning Student Teams-Achievement Divisions (STAD)

Students meet in heterogeneous groups to study material. Graded on improvement of group.

Team-Assisted Individualization (TAI) Placed in structured heterogeneous curriculum-based groups based on

pretest score. Students help each other complete assignment.

Cooperative Integrated Reading and Composition (CIRC) Working in cooperative reading and writing groups. Teacher leads

instruction.

Jigsaw Each student learns particular piece of information and then

contributes to group. Students are tested individually on learning. Can also be used where groups teach one another.

Group Investigation Students determine how they will learn materials and organize group.


Peer Mediation Strategies

Students are trained in how to identify conflicts, negotiate, mediate, and resolve

5 part procedure:1. Jointly define the conflict2. Exchange positions and interests3. Reverse perspectives (state other’s point of

view)4. Invent at least three optional agreements for

mutual gain5. Reach an integrative agreement (the optional

agreement that seems best to all parties)


Advantages of Cooperative Learning

Improving achievement Group interaction Social learning Learning of students with special needs Students with disabilities can be included,

and contribute, to activities they may not otherwise be able to participate


Challenges of Cooperative Learning

Students with disabilities may not learn significantly more than if they participated in alternative learning conditions

More successful when combined with individual accountability and group rewards

Interventions must be planned and monitored carefully

Takes more teacher preparation and transition time

Lessons may take longer


Documents

The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,