Educators
FAQs
Purpose/Explanation of Peer Tutoring - The purpose of a peer tutoring credited elective class is for students without disabilities to gain experience working with same-age peer students with severe cognitive and physical disabilities in educational settings. Peer tutoring allows for positive social interaction and social relationships to develop between students with and without severe disabilities.
Inclusion/Least Restrictive Environment
Inclusion is the term used when a student with disabilities participates
in regular education classes with modifications and/or adaptations as
determined by the IEP. The modifications and adaptations can include anything
from extended time on assignments, to modified goals and objectives, to
adapted tests, to specialized seating and positioning requirements, or
individualized behavioral plans. Modifications and adaptations depend
on the disability and the needs of the student. Modifications and adaptations
designated on the IEP must be implemented by both regular and special
education personnel. The regular and special education teachers should
meet to determine the best possible way to implement the IEP into the
regular education classroom. While a student is in an inclusive class,
the regular education and special education teachers are required to keep
progress data on every goal in the IEP that pertains to that particular
class. Another purpose of an inclusive classroom is to bring students
with disabilities into more of the mainstream of the typical high school
student’s day and routine. While in an inclusive class, students
with disabilities will learn more than just the academics and their own
targeted goals, they will also learn valuable social skills that will
help them to live successfully in society.
Least Restrictive Environment (LRE) is the legal term used to determine
what the appropriate educational environment/ setting is for specific
student with a disability. The LRE is determined by the Admissions and
Release Committee (ARC) at the IEP meeting. By law, the ARC must first
consider placement in regular education classrooms, with supports and
modifications as necessary. Only if the student cannot be educated satisfactorily
with supports and modifications in the regular classroom can the ARC recommend
a more restrictive placement. Possible educational settings could include
a self-contained classroom, 100% inclusion/mainstreamed settings, resource
classrooms, or an alternative school. The setting will depend on the needs
of the student, and must be individualized for that student. It can never
be assumed that because of a particular disability, a particular setting
is appropriate (e.g., all students with severe disabilities should be
educated in separate classrooms!).
Click on any of the links at right to learn more about
the various roles of other imoprtant members of the Peer Tutoring team!
Click on FAQs at left to learn answers to many general question that regular education teachers often pose regarding peer tutoring and inclusion.
Roles and Responsibilities
Role of the Student with a Disability
Role of the Special Education Teacher
Role of the Regular Education Teacher
Role of Administrator/ Counselor