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Peer Support Interventions to Support Inclusive Schools*
*
Partial support for this chapter came from the Institute of Education Sciences, U.S. Department of Education, through Grant R324A100391 to Vanderbilt University and the University of Wisconsin-Madison.
- Setting the Stage
- Inclusion and Access to the General Curriculum
- Increasing Reliance on Individually Assigned Adult Support
- The Need for Alternative Support Models
- Historical Perspectives on Research and Practice on Peer Support Interventions
- Peer Support Interventions as a Promising Alternative
- Emergence and Evolution of Peer-Mediated Interventions
- The Efficacy and Social Validity of Peer Support Interventions
- Social-Related Benefits
- Academic-Related Benefits
- Benefits for Participating Peers without Disabilities
- Acceptability and Feasibility
- Setting the Course for Successful Implementation
- Planning for Meaningful Instruction and Supports in Inclusive Contexts
- Selecting Peers to Provide Support
- Orienting and Equipping Peer Supports
- Monitoring and Supporting Students
- Evaluating Impact and Acceptability
- Conclusion
- References
Abstract
Partial support for this chapter came from the Institute of Education Sciences, U.S. Department of Education, through Grant R324A100391 to Vanderbilt University and the University of Wisconsin-Madison.
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