Intermediate School Students with Severe Disabilities

Abstract

Abstract: We compared two approaches for supporting the social participation of students with severe disabilities in general education classrooms. Three students with severe disabilities were studied in four different general education classrooms. Dependent measures included the Kennedy active engagement of students with severe disabilities and their nondisabled peers and the social interactions that peers had with the students. We compared direct assistance from a special education instructional aide with peer support supervised by a special education instructional aide. Our results indicate that the peer support program produced more frequent and longer social interactions for all three students. Also, peers without disabilities demonstrated a more frequent and greater variety of social support behaviors to students with disabilities. Some improvements in the active engagement of students with disabilities and their peers were observed in the peer support condition. Our results suggest that peer support may be preferred to direct support by an instructional aide for students with severe disabilities in general education classrooms.