ERIC ED432109: Peer Buddy Manual: Metropolitan Nashville Peer Buddy Program.

210 Pages·1999·6.1 MB·English

by  ERIC

DOCUMENT RESUME
EC 307 314
ED 432 109
Hughes, Carolyn; Guth, Carol; Presley, Judith; Scott,
AUTHOR
Stacey; Lorden, Sarah
Peer Buddy Manual: Metropolitan Nashville Peer Buddy
TITLE
Program.
Vanderbilt Univ., Nashville, TN. Dept. of Special Education.
INSTITUTION
Tennessee Developmental Disabilities Council.; Department of
SPONS AGENCY
Education, Washington, DC.
1999-00-00
PUB DATE
219p.; For earlier version, see ED 396 464. Some parts of
NOTE
the document may not reproduce well.
Department of Special Education, Box 328 Peabody, Vanderbilt
AVAILABLE FROM
University, Nashville, TN 37203.
Descriptive
Classroom - Learner (051) -- Reports
Guides
PUB TYPE
(141)
MF01/PC09 Plus Postage.
EDRS PRICE
Attitudes toward Disabilities; Autism; Behavior
DESCRIPTORS
Modification; *Classroom Techniques; *Disabilities;
*Educational Strategies; Hearing Impairments; High Schools;
Interpersonal Competence; Language Impairments; Learning
Disabilities; Mental Retardation; *Peer Acceptance; *Peer
Relationship; *Peer Teaching; Physical Disabilities;
Secondary Education; Student Participation; Symptoms
(Individual Disorders); Visual Impairments
Tennessee (Nashville)
IDENTIFIERS
ABSTRACT
This manual contains materials for a course designed to
enable Nashville high school students to develop peer relationships while
acting as peer buddies and positive role models for students with special
needs. Information is provided on various types of disabilities and learning
problems, instructional techniques for students with disabilities, and ideas
on how to help increase the social skills, interactions, and participation of
peers with special needs in the day to day activities at school and in the
community. The course is designed to be taken as an elective for one half a
credit per semester, one class period per day. The maximum number of credits
typically received in the course is two. Specifically, the course addresses:
(3) evaluations and
(2) peer buddy orientation;
(1) the peer buddy's role;
(5) guidelines for appropriate
(4) special education services;
forms;
(7) dealing with inappropriate behavior;
(6) task analysis;
language;
(8)
(10) visual impairments;
(9) learning disabilities;
mental retardation;
(11)
(12) speech and language disorders; (13) autism;
hearing impairments;
(14)
physical disabilities; and (15) attention deficit disorder.
Disability-related Web sites are also provided. (Contains 16 references.)
(CR)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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ENTIRE DOCUMENT:
POOR PRINT QUALITY
PEER BUDDY
ANUAL
METROPOLITAN NASHVILLE
PEER BUDDY PROGRAM
Metropolitan Nashville
Baer Buddy Project
Carolyn Hughes, Ph.D.
Carol Guth, Judith Presley,
Stacey Scott, and Sarah Lorden
U.S. DEPARTMENT OF EDUCATION
1999
1998
Office of Educational Research and Improvement
NAL RESOURCES INFORMATION
EDUC
CENTER (ERIC)
his document has been reproduced as
received from the person or organization
originating it.
0 Minor changes have been made to
Department of Special Education
improve reproduction quality.
Points of view or opinions stated in this
Box 328 Peabody
document do not necessarily represent
official OERI position cr policy.
Vanderbilt University
Nashville, TN 37203
http://peabody.vanderbilt.edu/sped/projects/buddy/home.htm
and the
This manual was prepared with support from the Tennessee Developmental Disabilities Council
U.S. Department of Education.
2
LflJL
BEST COPY AVAILABLE
PEER BIJDDY MANUAL
I.
Course Description
The Peer Buddy's Role
Peer Buddy Orientation and Sample Activities
Evaluations & Forms
IV.
Introduction to Special Education Services
V.
Guidelines for Appropriate Language
VI.
Task Analysis
VII.
Dealing with Inappropriate Behavior
VIII.
Mental Retardation
IX.
Learning Disabilities
X.
Visual Impairments
XI.
Hearing Impairments
XII.
Speech and Language Disorders
XIII
Autism
XIV.
Physical Disabilities
XV.
Attention Deficit Disorder
XVI.
Disability Related Web Sites
XVII.
3
References
XVIII.
Course Description
o
Metropolitan Nashville Peer Buddy Program Introduction
o
Peer Tutoring Course Description
o
"Becoming Friends"
METROPOLITAN NASHVILLE PEER BUDDY PROGRAM
So, you've chosen to become a Peer Buddy! We think you made a wise decision. By
participating in the Peer Tutoring Course you are likely to:
* make several new friends
* have a significant influence on someone's life and
* enjoy several new experiences which may help you make career choices.
You may be somewhat anxious about where to start. This handbook will give you
several tips about how to initiate a relationship with your partner and how to motivate your
partner to achieve the goals you set together. It will give you extra ideas and activities you
may want to try with your partner. The handbook also provides background information about
different types of disabilities, the field of Special Education, and introduces you to some
special students and the important people in their lives. Remember, your supervising teacher
will help you decide what goals you will help your partner work toward and how best to help
him or her achieve those goals.
We want you to keep a log each day about your activities with your partner, your
feelings about the time you spent together, and any questions or concerns you may have.
Review this log with you supervising teacher each week, and this will give you another
opportunity to learn some new ideas to try.
Have fun and remember you are about to meet some very special people!
PEER TUTORING/PEERBUDD.Y/INTRO.WPD
5
L
PEER TUTORING HIGH SCHOOL COURSE
METROPOLITAN NASHVILLE PUBLIC SCHOOLS
Course Description: Course #SST5800Y(F)(5)
This course is designed to enable students to develop peer relationships while acting as
peer
buddies and positive role models for students with special needs. The buddies will receive instruction
about various types of disabilities and learning problems, instructional techniques for students with
disabilities, and ideas on how to help increase the social skills, interactions, and participation of their
peers with special needs in the day to day activities at their school and in their community. The course
can be taken as an elective for 1/2 credit per semester, one class period per day. The maximum number
of credits that typically can be received in the course is two.
Qualifications:
Students must meet the followine criteria: (a) an interest in the peer tutoring program, (b) an
adequate GPA, (c) good attendance, (d) a recommendation from a teacher or counselor, and (e) their
program of studies allows for an elective course (preferably llth and 12th graders).
Requirements:
Students acting as peer buddies will report daily to an assigned special education teacher. The
peer buddy, teacher, and partner will discuss and decide on an activity or assignment in which the
buddy and partner will participate. The peer buddy will be required to keep a daily journal, complete
weekly and/or six-weeks assignments, complete reading assignments from the Peer Buddy Handbook,
and maintain good attendance.
)3enefits peer buddies mav receive from the Peer Tutoring Course:
* They will develop teaching and study skills.
* They will practice academic and social skills.
* They become advocates and learn valuable advocacy skills.
* They are provided with realistic career exploration for education or human service professions.
* They gain an impressive extracurricular activity for college applications or resumes.
* They gain in self-esteem by knowing they have enriched others' lives.
General Program Information:
This proeram has been approved by the Tennessee Department of Education. The program is
designed as a step toward inclusion and integration of all students into the regular day to day activities
of hieh school life. McGavock High School was the first Metro school to participate in the peer
tutoring program in 1994. Durine the 1996-1997 academic school year, the following high schools will
also participate in the proeram: Glencliff, Hillsboro, Hillwood, Overton, and Stratford. The remaining
comprehensive high schools will offer the course in the 1997-1998 academic term.
BEST COPY AVAILABLE
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Becoming\
cien_
A Peabody
his course is designed for students to
serve as peer tutors and positive role
special
models for special needs students at
R OSEMERGY
McGavock High School." So begins
education
J A N
y
the description of "Nature and Needs
of the Exceptional Learner," 2 new
team helps
peer tutoring ro support inclusion on the high school
one-credit course that is making dra-
level among students with severe disabilities. Most
unite
matic changes in the lives of special education and reg-
inclusion efforts locus on preschool or elementarY
ular education students at this large, comprehensive
4i exceptional.
school students, and with students with less severe dis-
high school. The course is just the latest chapter in the
efion of Carolyn Hughes to help teens and young
abilities.
learners" in
Although volunteer peer tutoring was having benefi-
adults with disabilities make the transition from school
cial effects, a major barrier was the demanding, inflex-
to work and independent livirig in their communities. It
a Nashville
ible scheduling typical of high schools. Students lacked
also demonstrates how researchers and teachers
free periods and so were limited in the time they could
toeether can develop creative solutions to learning
high school:
volunteer. Again, cooperative, creative problem solving
p:oblems.
was the answer, as researchers, teachers, counselors,
regular
In 1991 Hughes came to Peabody where she is assis-
and principals worked with the School Board and the
tant professor of special education and a John F.
State Department of Education to gain approval of
classrooms.
'Kennedy Center investigator. '0.7anting to continue her
peer tutoring class, for which students earn .5. or 1.0
research on 2 self-instructional strategy to teach stu-
credits. The course was approved in fall 1994.
dents with mental retardation how to solve problems
Hughes praises the support of McGavock High
and sequence tasks, she visited McGavock High School
School's principal, Dr. Howard Baltimore, and the
where she met Gladys Henderson, who teaches stu-
guidance counselors. "Without their help. I don't know
dents with severe disabilities. When Hughes asked her
that we would eve: have gotten the peer tutoring pro-
what kind of practical learning problems she might
ie: students know
gram off the ground,- she said. Tney
help solve. Henderson said that the most serious prob-
that the course was available, including announcing it
m was srudents' lack of social skills.
TV. Hughes and the
on the school's closed circuit
"A: firs: I didn't want to get involved because I did-
McGavock staff also have worked with Future Teach-
n't fee/ that this was my area of expertise," said Hugh-
high school groups to recruit
ers of America and other
es. "But then I thought how important i: was that 2
peer tutors.
teacher had identified this major problem, and I beiieve
Aire: a referral from 2 guidance counselo; students
:::2t researchers really should listen to what practition-
complete a brief written application and have an inter-
ers have ro say." So Hughes took her lead irorn these
view with the reacher and studenns) in the special edu-
teachers and students and over the next rwo years
cation class with whom they have chosen to work. The
developed methods for using the self-instruction tech-
teachers believe . this screening process is critical to
nique to improve snidents' social interaction.
ensure 2 good match between peer buddies and their
Now, through 2 three-year grant from the Tennessee
partners with disabilities.
Developmental Disabilities Council, Hughes and he:
Regular education students who register for the
colleagues are assisting McGavock High School 4each-
special education
course are assigned to one or more
e...-s in establishing a "Peer Buddy" program. Mc Gay-
students. Peer buddies and their partners spend at least
ock is the largest high school in Tennessee with more
regular edu-
one class period a day together attending a
than 2,700 students and more than 300 students in spe-
cation class (ranging from computer skills TO horticu)-
cial education programs. The school has four self-con-
ture, art, cosmetology, or history), interacting in a
tained special education classrooms.
"Rather than have researchersproject staff
special education class, visiting the library, or anending
Student Council, clubs, or other extracurricular and
.....-:. social skills, we had peers from the regular ed
social events together. Peer buddies and their partners
ciasses who volunteered," Hughes explained. "We had
als0 met: once a week to have lunch together in the
about SO students involved in each of these studies that
cafeteria. This "Lunch Bunch" is a purely social gath-
took place over rwo to three years. I became convinced
ering and is joined by other regular education students
c: the value of peers as models ior students with dis-
who are interested in social inclusion but unable to
abiiities."
enroll in the course because of class conflicts.
The program is unique in the Nashville school sys-
Once a week, peer buddies also meet with their
ter--, and in fact is one of the few in the country to use
,..
;EFLECTCR
Peabody Reflector, Vol. 66 No. 1, Winter 1966. Published by Peabody College
of
Vanderbilt University. p. 3.
Can
EST
AVAILA
le
L./ 1.)
ilo
seems CO be an impetus," she said. "Some of them ear
That students
supervising teachers for assistance in setting goals with
lunch with them daily, hang out with them in the halls,
their partners and in developing strategies to meet their
with severe
ar the lockers, and after school. It's a starting point for
partners' special needs. Project staff provide technical
friendships."
assistance and support to the teachers, peer buddies,
disabilities
About 15 students have registered for the peer tutor-
and administrative staff to promote social inclusion for
411
initiating
ing class so far this year. but with other volunteers a
each studcnt with severe disabilities.
total of about 40 regular education students are cur-
Hughes has developed a peer tutoring manual,
social interac-
rently involved.
which includes chapters on the tutor's role, sample
tion is an
Hughes acknowledged that the project has required
activities and lesson plans, evaluation forms, introduc-
a lot of work, and the research staff continues to play
tion to special educarion services, and information on
indicator of
an important role. She is assisted by project coordina-
mental retardation, learning disabilities, visual impair-
tor Carol Guth and graduate assistants Stacey Scott,
ments, hearing impairments, and speech and language
the success
and Judith Presley. There is one staff member at
disorders. Tutors keep daily logs and answer directly to
of the peer
McGavock four days per week. "It's all so new to
the teacher in the classroom in which they've been
teachers," Hughes pointed out. "Many regular educa-
placed with their special education peers.
tutoring
tion teachers haven't had students with mental retarda-
Not surprisingly, the evaluations of the peer tutors
program...
their classrooms."
also difficult
for
tion
It's
indicate that experience is the best teacher. George
in
classroom teachers, special or regular education, to
Malone, a junior who has been a peer tutor, said, "I
have the time to work one-on-one with a peer and a
felt prepared, but I did not feel
really cannot say I
buddy.
scared about doing it. It is just like when you first get
The research staff have helped problem solve situa-
married or have a baby. You do nor really feel prepared
tions, for example, how to accommodate a special edu-
or know exactly what to expect. But when it is time to
cation student in a regular ed classroom. "Sometimes
do it, you do it without any problems. You learn how
we've met with a teacher and together developed alter-
to really be a peer tutor by actually doing it. You learn
nate ways for an assignment to be completed," Hugh-
what works and what does not."
es said. "All the teachers involved value what the
Hughes emphasized that severity of disability has
students are doing and feel it would not be possible to
not been a barrier. "Students involved have a whole
have students with severe disabilities in the regular edu-
range of disabilities. Some have physical disabilities,
cation classroom if there were not peers accompanying
others have autism and are nonverbal. That doesn't
them."
prevent interaction with regular ed students."
Teacher evaluations document the positive changes
The social isolation of students in special education
they've observed in students with disabilities, for exam-
was most apparent in the school lunchroom, Hughes
ple, less inappropriate behavior, improved impulse con-
said. "Before, special ed studenrs were in one corner, all
k:3:11111111
trol, improved attention, socialization, becoming more
at their own tables, and regular ed srudents were every-
cooperative, and staying on-task more frequently.
where else. Now special ed students don't look special
Hughes devotes roughly half of her time to the pro-
any more," Hughes said. "They are mingling with the
ject and has three half-time graduate assistants
regular ed students, and not just their peer buddies.
involved. She also works with an advisory board that
They're taking the initiative to actually go up to a table
includes a member of the Tennessee Developmental
and start chatting and sit down." That students with
Disabilities Council, two regular education and two
severe disabilities are initiating social interaction is an
special educarion teachers, and a student with disabili-
indicator of the success of the peer tutoring program,
ties and her mother, all of whom have made important
since generalizing skills across settings and indepen-
contributions to the project.
dently using a skill are difficult for students with severe
Hughes points out the potential vocational benefits
disabilities to achieve.
of improved social skills. "One of the main reasons
As a result of the peer tutoring, students from spe-
why people with severe disabilities are often not suc-
cial education classes are getting out into regular edu-
cessful in integrated settings like work and living in the
cation classes, the library, or the weight room, into
community is because they don't have the social skills
extracurricular activities like clubs, student council,
we typically would expect." As a large, comprehensive
sports events, and rhe day-to-day things in which all
high school, McGavock offers a wide range of voca-
other students take part.
tional courses, from pipe fitting, secretarial work, to
"Without any direct instruction in social skills,"
the restaurant trade. "We'd like to expand the peer-
Hughes said, "the students with disabilities are getting
buddy program into the vocational classes," Hughes
confidence through the modeling of the regular ed stu-
said.
dents. When they're together, the peer tutors tell th.-rn
The effects of the peer tutoring project are being
about their own lives. For example, one is a cross-
evaluated in a variety of ways. At the end of the school
country runner and she talks about this." Students in
year, the research staff interviews peer tutors, their
special education learn a whole new range of activities
buddies in special educarion classes, and teachers in the
they can talk about and share.
recular and special education classrooms. Information
Hughes has found that regular education students
gathered in rhe first year has been used to improve the
interact with their buddies on their own, nor just dur-
program. Students keep daily logs, and the research
ing the "official" class period for credit. "That just
PEABODY
4
9
EST COPY AVARLABLIK
staff members observing, at the school also keep
logs.
on how to establish a peer tutoring program.
Data art kept on interactions and initiations
by the
For Hughes. -one of the thrilling effects is that
the
peers and their huddies.
re^ular ed students get as much out of it
as the special
O-We're looking at this as
a kind of large case study.-
ed srudenrs in learning about their
own abilities and
ughes said. "What does it take
to start up a peer
getting to know students whom they hadn't interacted
buddy program
in
large, comprehensive high
with before."
a
school?" Due to 3 three-year grant from the Tennessee
Laurie Wood. a senior who was a peer
tutor, said. "I
Developmental Disabilities Council, Hughes will
really did not understand people with disabilities.
be
I felt
replicating the project in other
area high schools. The
sorry for them. I did not know what they were think-
goal is to expand to all Nashville high schools
ing or feeling. I never had much
by pro-
contact with people
viding materials and workshops. The project currently
wirh disabilities. I was afraid of becoming friends
wirh
is in the first year of the grant.
them. Now I know that each one has his
or her limits
Hughes has found at conferences and workshops
and abilities. Tney are like becoming friends with
that teachers are interested and
eager for information
anyone else." ---6;
aniel Aouila is animal caretaker at
his lab coat. He likes feeding and water-
he was a toddler in the pio-
the John F. Kennedy Center's Insti-
ing the mice and rats and has learned to
neering Toddler Research
tute for Developmental Neuro-
hold them by their tails to avoid scratch-
and Intervention Project at
science. It's important work. The
es when moving them to clean cages.
the Kennedy Center's Susan
animals must be fed and watered
Cleaning cages is hard work, he says.
Gray School (then calied the Exper-
regularly and precisely every day,
but he likes to sweep and mop- -chores
imental School). There Daniel
was in a
ther cages cleaned and washed. in
he does at home. too. With help from his
preschool class with children with devel-
accordance with stringent national stan-
job coach, he's learned the bus route
opmental delays and typically developing
dards of animal care.
between work and home and now travels
children. Kennedy Center researchers
That Daniel does his job well is not
to and from work independently.
a
found that educating children with and
surprise to his former employer, a pet
Some of the animals that Daniel
without disabilities together benefited
store owner who recommended Daniel
cares for are a strain of mice that have
both groups of childrenand these find-
as the best employee he had ever had in
the genetic equivalent of Down syn-
ings helped pave the way for IDEA. the
that position. But it might be a surprise
drome. Researchers here who work with
Individuals with Disabilities Education
to some people because Daniel has
this animal model for Down syndrome
Act, which entitled all children to
an
Down syndrome. As a society
we are a
have begun a collaboration with
appropriate public education.
little slow at learning that people with
researchers at the University of Califor-
Daniel's mother believes that her
disabilities, including persons with mental
nia at Riverside who study Down syn-
son's success today is related to the
retardation, are hard-working, good
drome in humans in order to advance
good. early start he received at the
employees.
knowledge of plasticitythe brain's abili-
Kennedy Center. She says. 'We've
Daniel is one of many staff members
ty to change.
come full circle.'
with disabilities who have been hired
at
Uke other young adults. Daniel has
Jan Rosemergy
Vanderbilt. with the help and support of
leisure activities
the Opportunity Development Center.
he enjoys. He
the Office of Recruitment and Staffing in
swims at the
Human Resourcesand supervisors
YMCA, where he
who realize that persons with disabilities
also likes helping
are productive, reliable employees.
the young children
When the animal caretaker position
learning to swim.
became vacant. Mark Maguire. coordina-
He is an acolyte at
tor for Neuroscience Services, was inter-
Blakemore United
ested in hiring a person with a disability
Methodist Church.
and contacted Goodwill industries.
His heros are
Daniel had been laid off from his job
at
Jason Kingsley. a
Jones's Pet Shop when it closed in
young Fr'Ian with
1994, so he was available and had
rele-
Down syndrome
vant experience. When Daniel
was hired
who appeared on
in July 1995, he worked closely with
Sesame Street.
Mark and a Goodwill job coach
to learn
and Christopher
what to do.
Burke, an actor
After four months in the lab, Daniel
is
with Down syn-
doina well in carrying out his job
respon-
drome.
sibilities under Mark's supervision. At his
Daniel's story
0
desk. Daniel has simple checklists for
his
truly begins not a
different responsibilities each day of
the
few months ago
;,...,..
week. He takes pride in giving
a visitor a
but more than 20
tour, explaining his work, and showing off
years ago when
F.F.F:.ECTOR
BEST COPY AVAILABLE
5