Kentucky Peer Tutoring

Inclusive Service Learning H. Kleinert & J. Owens (PDF)

Helpful Links

Kentucky Commission on Community Volunteerism & Service

Peer Tutoring Reference List

Journal Articles:

Carter, E., Hughes, C., Copeland, S., & Breen, C. (2001). Differences between high school students who do and who do not volunteer to participate in a peer interaction program. Journal of the Association for Persons with Severe Handicaps, 26 (4), 229-239.

Gilberts, G., Agran, M., Hughes, C., & Wehmeyer, M. (2001). The effects of peer delivered self-monitoring strategies on the participation of students with severe disabilities in general education classrooms. Journal of the Association for Persons with Severe Handicaps, 26 (1), 25-36.

Helmstetter, E., Peck, C., & Giangreco, M. (1994). Outcomes of interactions with peers with moderate or severe disabilities: A statewide survey of high school students. Journal of the Association for Persons with Severe Handicaps, 19 (4),.263-276.

Hughes, C., Carter, E., Hughes, T., Bradford, E., & Copeland, S. (2002). Effects of instructional versus non-instructional roles on the social interactions of high school students. Nashville, TN: Vanderbilt University, Peabody College of Education.

Hughes, C., Copeland, S., Guth, C., Rung, L., Hwang, B., Kleeb, G., & Strong, M. (2001). General education students’ perspectives on their involvement in a high school peer buddy program. Education and Training in Mental Retardation and Developmental Disabilities, 36 (4), 343-356.

Hughes, C., Guth, C., Hall, S., Presley, J., Dye, M., & Byers, C. (1999). “They are my best friends: Peer buddies promote inclusion in high school. Teaching Exceptional Children, 31 (5), 32-37.

Kennedy, C., & Itkonen, T. (1994). Some effects of regular class participation on the social contacts and social networks of high school students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 19 (1),1-10

Longwill, A., & Kleinert, H. (1998). The unexpected benefits of high school peer tutoring. Teaching Exceptional Children, 30 (4), 60-65.

McDonnell, J., Mathot-Buckner, C., Thorson, N., & Fister, S. (2001). Supporting the inclusion of students with moderate and severe disabilities in junior high school general education classes: The effects of classwide peer tutoring, multi-element curriculum, and accommodations. Education and Treatment of Children, 24 (2), 141-160.

Miracle, S., Collins, B., Schuster, J., & Grisham-Brown, J. (2001). General education students’ perspectives on their involvement in a high school peer buddy program. Education and Training in Mental Retardation and Developmental Disabilities, 36 (4), 373-385.

Service Learning Articles

Abernathy, T., & Obenchain, K. (2001). Student ownership of service-learning projects: Including ourselves in our community. Intervention in School and Clinic, 37 (2), 86-95.

Brennan, J., & Brennan, K. (1999). How the M.A.P. Club changed perceptions of students with special needs. Rural Special Education Quarterly, 18 (2), 5-9.

Brill, C. (1994). The effects of participation in service-learning on adolescents with disabilities. Journal of Adolescence, 17, 369-380.

Burns, M., Storey, K., & Certo, N. (1999). Effects of service learning on attitudes towards students with severe disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 34, 58-65.

Gent, P., & Gurecka, L. (1998). Service learning: A creative strategy for inclusive classrooms. Journal for the Association of Persons with Severe Handicaps, 23, 261-271.
Jennings, M. (2001). Two very special service-learning projects. Phi Delta Kappan, 78, 474-475.

Smilow, P. (1993). How would you like to visit a nursing home? Equity and Excellence in Education, 26 (2), 22-26.

Yoder, D., Retish, E., & Wade, R. (1996). Service learning: Meeting student and community needs. Teaching Exceptional Children, 28 (4), 14-18.

Books/Monographs:

Metropolitan Nashville Peer Buddy Program (undated). Peer buddy manual. Nashville, TN: Vanderbilt University, Peabody College, Department of Special Education.

Metropolitan Nashville Peer Buddy Program (undated). Teacher’s manual. Nashville, TN: Vanderbilt University, Peabody College, Department of Special Education.

Rolheiser, C., Bower, B., & Stevahn, L. (2000). The portfolio organizer. Alexandria, VA: The Association for Supervision and Curriculum Development.

This site is hosted by the Interdisciplinary Human Development Institute – University Center for Excellence, University of Kentucky and was developed in collaboration with the KY Council on Developmental Disabilities, and Morehead State University Department of Elementary, Reading, and Special Education.