Responses from teachers:

I teach my students different types of greetings and responses from formal to informal.
They can say, “Hello, how are you?” Or they can do high fives or fist bumps.

At lunch time and recess we teach question asking and answering, “How was your weekend?”
“What did you do last night?” “Do you like fish sticks?” Once the student has practice asking,
listening to the answer and responding, it becomes easier to do again and again. Sometimes the
peer has to be taught how to listen to my student, because the response might not be typical.

I look for students who seem interested out on the playground and around school. The educational
assistants or I strike up a conversation with the students and encourage interactions by modeling
and giving suggestions.

Then we set up a “training” on disabilities, communication and sensory integration.
Read: I’m OK, You Have a Mannerism

Once the general education peers see that my students are just like them and have the same interests,
they�re more comfortable interacting.

I look for things that my students may have in common with their general education peers that they can
engage in at school, such as a favorite activity or sport at recess. There is some element of training from
my staff, whether it be informal moment-to-moment information on how to interact or an opportunity to
meet with the general education peer at a later time to talk about disabilities, communication and sensory
integration.

Having a process is important to help screen for students who are serious about giving it a try.
Requirements for becoming a Peer Tutor / Buddy might include:

Special Education Peer Tutor Application Packet:

  1. Two reference forms from teachers / staff members
  2. Description of class requirements and expectations
  3. Brief questionnaire
  4. Parent / Guardian signature
Yes! Watch this video of a student from a high school life skills class engaged in a reading activity with a student from an elementary classroom. Both students have Down syndrome.

Megan Tutors a Second Grader

  • Become a Big Buddy: partner with a general education class for activities, social interactions and emergency evacuation drills.
  • Have an Open Door Policy: allow general education peers to come into your classroom at any time.
  • Recruit struggling students: create opportunities for general education students who are struggling with academics to practice their skills while tutoring students with disabilities. For example, if a fifth grade student is reading at a first grade level,invite them to read to your younger students.
Offer Peer Tutoring as a course: work with your counselor and administration at the middle and high school level to provide this as a class. It can be considered an elective or an occupational education credit.

  • Have an Open Door Policy: allow general education peers to come at any time.
    Pair with other classes: leadership class for fundraisers, general ed PE class, pair with other classes
    for electives.Connect with school clubs / organizations: have cheerleaders teach your students a cheer, have the dance club teach a dance, invite school bands to sing to your students.
  • Utilize students in detention: have students in detention create materials for your classroom.
  • Send peers to general education classes with your students instead of a para-educator.
  • Pair peers for jobs: an office TA, lunchroom duty, classroom cleanup, counting money for fundraisers.
  • Snack breaks: have general education peers lead snack at the elementary level.
  • Morning circle/calendar: have general education peers support students or lead circle time at the elementary level.
  • Lunch time: students hang out during lunch or become a lunch buddy.
  • Resonance Board: have peers introduce items and spend time with students while they are on the resonance board.
  • Experience Books: have peers read or help create experience books with students.
  • Model appropriate behavior.
  • Practice greetings.
  • Sit with students one-on-one to assist with their academic program work.
  • COMMUNICATION IS KEY: allow opportunities for general ed peers to have conversations with students, model using symbols, devices, and become a voice for students by programming voice output devices.