Peer buddy programs for successful secondary school inclusion by Carolyn Hughes and Erik W. Carter.Material type: TextBaltimore, MD : Paul H. Brookes Publishing, 2008Description: xviii, 199 pages : illustrations, forms ; 26 cmISBN: 9781557669803Subject(s): Peer counseling of students -- United States | Service learning -- United States | Counseling in secondary education -- United States | Students with disabilities -- United StatesLOC classification: LB 1027.5 | .H874 2008
|Item type||Current location||Collection||Call number||Status||Date due||Barcode|
|Reserve||DLSU-D HS Learning Resource Center Reserve||Reserve||LB 1027.5 .H874 2008 (Browse shelf)||Available||3HSL2014002035|
Includes bibliographical references (p. 183-192) and index.
Benefits of inclusion of all students. The importance of inclusion and student interaction. Legislative and policy initiatives supporting inclusion. Philosophical support for inclusion. Research basis for inclusion. Challenges to secondary school inclusion. Overview of the service-learning movement. What is a service-learning peer buddy program? -- What does a peer buddy program look like? Case example: the Metropolitan Nashville Peer Buddy Program. Program variations. How to use the rest of this book -- Laying the groundwork. Importance of establishing a base of support. Developing a credit service-learning course -- Recruiting participants. Encouraging student participation. Ways to recruit peer buddies. Strategies for screening students. Strategies for matching students -- Developing procedures and communicating expectations. Developing program implementation procedures. Communicating expectations to peer buddies through orientation sessions. Compiling peer buddy handbooks -- Supporting peer buddy participants. Addressing peer buddy support needs. Communicating with peer buddies. Helping peer buddies assist students with disabilities. Communicating with and supporting school staff. Showing appreciation for peer buddy program participants -- Implementing peer buddy programs inside and outside the classroom. Including students in general education classrooms. Including students in noninstructional school, extracurricular, and after-school activities. Including students in community-based instruction. Helping students make the transition from special to general education classrooms -- Evaluating, sustaining, and expanding a peer buddy program. Evaluating peer buddy programs and incorporating participant feedback. Working with advisory boards to sustain programs. Expanding a peer buddy program.