What information is contained in Success for All Students: Promoting Inclusion in Secondary Schools Through Peer Buddy Programs?

Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | Chapter 6 | Chapter 7 | Chapter 8

I. “HE’S MY BEST FRIEND!”: WHY START A SERVICE—LEARNING PEER BUDDY PROGRAM?

Chapter 1. Benefits of Inclusion of ALL Students.

The Importance of Inclusion and Student Interaction.

Legislative and Policy Initiatives Supporting Inclusion.

Individuals with Disabilities Education Act.
No Child Left Behind Act.
President’s Commission on Excellence in Special Education.
Transition Legislation.

Philosophical Support for Inclusion.

Research Basis for Inclusion.

General Education Students.
Students with Disabilities.
General Education Teachers.
Special Education Teachers.
Administrators.
Family Members.

Challenges to Secondary School Inclusion.

Scheduling.
Curricula.
Attitudes.
Classroom- versus Community-Based Instruction.
Demands on Teachers.

Overview of the Service—Learning Movement.

What Is Service—Learning?
Roots of Service—Learning.
Key Components of Quality Service—Learning.

What Is a Service—Learning Peer Buddy Program?

Chapter 2. What Does a Peer Buddy Program Look Like?

Case Example: The Metropolitan Nashville Peer Buddy Program.

Beginning a Program: One High School’s story.
Expanding the Program.

Program Variations.

Extent of Program (Classroom, School, or District Level).
Participants.
Settings.
Grade Levels.

How to Use This Book.

Organization of the Book.
Customizing a Peer Buddy Program.
Compiling This Book.

Section II. “HOW DO I START?”: SETTING UP A PEER BUDDY PROGRAM.

Chapter 3. Laying the Groundwork.

Importance of Establishing a Base of Support.

Step 1: Identifying Key Players.
Step 2: Promoting the Program.
Step 3: Describing Benefits for All Participants.
Step 4: Enlisting Support.

Developing a Credit Service—Learning Course.

Obtaining New Course Approval.
Course Credit Issues.
Instructor Issues.
Participant Issues.

Chapter 4. Recruiting Participants.

Encouraging Student Participation.

Why Do General Education Students Participate?
Planning and Developing Recruiting Strategies.

Ways to Recruit Peer Buddies.

Inclusive Classrooms.
Related Classes.
Assemblies.
Student Organizations.
Teachers.
Principals.
Guidance Counselors.
General Advertising.
Current Peer Buddies.

Strategies for Screening Students.

Importance of Developing Screening Procedures.
What Makes a Great Peer Buddy?–Screening Criteria.
Peer Buddy Screening Procedures.

Strategies for matching students.

Matching Students.
Avoiding Stigma.

Chapter 5. Developing Procedures and Communicating Expectations.

Developing Program Implementation Procedures.

Teachers and Educational Assistants.
Administrators.
Guidance Counselors.
Peer Buddies.

Communicating Expectations to Peer Buddies through Orientation Sessions.

Is a Peer Buddy Orientation Necessary?
Conducting an Orientation Session.

Compiling Peer Buddy Handbooks.

Peer Buddy Student Handbook.
Peer Buddy Staff Handbook.

Section III. “HOW DO I KEEP IT GOING?”: ADMINISTERING A PEER BUDDY PROGRAM.

Chapter 6. Supporting Peer Buddy Participants.

Addressing Peer Buddy Support Needs.

Observing Peer Buddies.
Communicating with Peer Buddies.
Peer Buddy Clubs.
Additional Peer Buddy Support Strategies.

Helping Peer Buddies Assist Students with Disabilities.

Identifying Support Needs of Students with Disabilities.
Helping Peer Buddies Provide Social Support.
Helping Peer Buddies Provide Academic Support.

Communicating with and Supporting School Staff.

Showing Appreciation to Peer Buddy Program Participants.

Chapter 7. Implementing Peer Buddy Programs Inside and Outside the Classroom.

Including Students in General Education Classrooms.

Taking a Team Approach to Inclusion.
Maximizing Students’ Social Outcomes.
Maximizing Students’ Academic Outcomes.

Including Students in Noninstructional School, Extracurricular, and Afterschool Activities.

Establishing a Lunch Bunch.
Promoting Inclusion in Extracurricular Clubs and Activities.
Increasing Participation in Afterschool Activities.

Including Students in Community-Based Instruction.

Transitioning Students from Special to General Education Classrooms.

Chapter 8. Evaluating, Sustaining, and Expanding a Peer Buddy Program.

Evaluating Peer Buddy Programs and Incorporating Participant Feedback.

Assessing Program Impact on Students with Disabilities.
Assessing Program Impact on Peer Buddies.
Assessing Program Impact on Teachers, Administrators, and Counselors.
Assessing Program Impact on Parents.

Working with Advisory Boards to Sustain Programs.

Expanding a Peer Buddy Program.

Within a School.
Across a District.