This study examines a peer tutoring program that is part of an adaptive physical education course. The literature review outlines four theories. Role model theory, which the analysis was based on, states that a tutee will be more likely to learn in a situation that uses a peer to instruct. It also states that the tutor benefits by being given the role of teacher. Observations took place during the fall of 1992 and culminated in this effort to respond to questions regarding the responses peer tutoring receives in the special education classroom. The conclusions drawn based on my observations are positive, supporting the research cited in the literature review. I found that special needs students and nonhandicapped students responded quite favorably to peer tutoring programs. The tutors responded by being more mature while retaining the social boundaries of adolescence. The tutees respond to their tutors with genuine affection, admiration and an interest in what they are accomplishing. Therefore, the use of proper peer tutoring tactics and strategies can enhance a classroom's learning environment, especially one containing special needs students.
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