Peer Buddy Program Dawn Hansen

Using peers to teach/model

independent living skills

WHY?

Peers have easy access to:

General education

Social situations

Community involvement

Academically and Behaviorally

Classroom, hallway, cafeteria, gym, after school activities and extra curricular activities

volunteering, work experience, and service learning

how to find students ?

oAsk other school personnel

oAsk the student with the disabilities if there are particular peers in their classes

oMake classroom observations oAsk for volunteers oPost announcements on a bulletin board

oMake announcements at assemblies

oAsk student organizations

Screening a Peer Buddy

oTeacher Recommendations

oWritten Applications

o Interview Student

oHave student observe student with disabilities

Here are some steps:

1. Identify your students in need and their goals. 2. Identify periods/times of day that you need mentors3. Set up a reward/incentive program for your peers. 4. Pick students. 5. Send home permission slips or notices. 6. Set up training. 7. Schedule your mentors8. Use sign-in sheets. 9. Keep track of your students and their volunteering time. 10. Bring in new mentors, or give your mentors a break every

so often to keep them fresh!   

Where to use peers:

In School Out of School

PREPARING THE PEER

ORIENTATION

oHave peer observe student oGive them time to get acquainted oSet expectationsoPeer buddy roles oPeople first languageoStudent information (binder)oConfidentiality oEffective instructional strategiesoInteraction activitiesoSuggests for activitiesoAddressing challenging behavioroEmergency procedures

What can peers do to assist?

SOCIAL SKILLS

Students know better than anyone which social behaviors are acceptable among students at their school.

SOCIAL SKILLS

oExtending conversational turns

oModeling appropriate social skills oReinforcing communication attempts oRedirecting inappropriate conversational topicsoMaking initial introductions

oExtending interactions outside of the classroom

oEncouraging their peer to interact socially

SOCIAL SKILLS INSTRUCTION CHECKLIST

SOCIAL STORIES/VIDEO MODELING

Sansosti & Powell-Smith (2008)

FACT

Research shows that peers can be quite adept at supporting their classmates and that a number of academic and social benefits are available to participating students with and without disabilities (see Carter, Cushing, Clark, & Kennedy, 2005; Cushing & Kennedy, 1997; Kennedy & Itkonen, 1994; Shukla, Kennedy, & Cushing, 1998, 1999). Academically, peer support arrangements offer some distinct advantages over individually assigned paraprofessional support.

ACADEMIC ASSISTANCE

Materials• Modify the assignment length• Break the assignments in smaller tasks• Provide an advance organizer of the activity or assignment • Highlight important words and concepts• Help the student use tape record, computer or calculator• Ask the teacher to provide an alternate assignment • Assist the student with using a personal organizer • Make sure the student has the right materials and is in the right place

ACADEMIC ASSISTANCE

Learning Environment Remove anything that may distract the studentMake sure the student as a clear view of the teacher and boardHelp the student organize his or her materials help the student keep a clear desk Show the student how to use a checklist to stay organized

Extracurricular activities

Extracurricular activities are program which fulfill two basic conditions: 1) They are structured in a way where these is a

mission or goal 2) They are not part of the regular curricular

program

Extra curricular activities

Why are extra curricular activities important? oYouth who participate in extra curricular activities have

better grades (Marsh, 1992) oHave high test scores (Gerber 1996) oHave high educational attainment (Hanks & Eckland,

1976)oAttend school more regularly (Mahoney & Cairns, 1997) o Have high self-concepts (Marsh, 1992) oLess likely to drop out of school (Mahoney & Cains,

1997)

FACT

§ 300.107Nonacademic services-IDEAThe State must ensure the following:(a) Each public agency must take steps, including the provision of

supplementary aids and services determined appropriate and necessary by the child's IEP Team, to provide nonacademic and extracurricular services and activities in the manner necessary to afford children with disabilities an equal opportunity for participation in those services and activities.

(b) Nonacademic and extracurricular services and activities may include counseling services, athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the public agency, referrals to agencies that provide assistance to individuals with disabilities, and employment of students, including both employment by the public agency and assistance in making outside employment available

AFTER SCHOOL ACTIVITIES

WHERE TO BEGIN?

oIdentify potential activitiesoDetermine activity requirementsoAddress Logistical issuesoIdentify peer buddies oDetermine support needs oDetermine peer buddy responsibilities oCollaborate with Stuff oAddress Potential Challenges

COMMUNITY BASED INSTRUCTION

Visiting public library to do researchGoing on school field tripsTravel to nursing home for a service learning project

SERVICE LEARNING

The National Secondary Transition Secondary Assistance Center clearly identifies service learning as one possibility in fulfilling the work experience, transition standards and quality indicator. Service learning can be incorporated into the general education curriculum for the benefit of all students. Service learning provides work experience in addition to other skills for students with disabilities who may not have opportunity in their academic schedule for paid work experience.