Assessment of Classwide Peer-Tutoring for Students with Autism as an Inclusion

Strategy in Physical Education

The Study Two eight-year-old subjects with autism - Ben and Peter Task of striking Regular classroom setting; 16 students

Baseline: whole group instruction, demonstration of the skill, practice, teacher feedback, and review of task and critical elements

Intervention: Class wide Peer-Tutoring, tutor (helper) and tutee (partner), teacher demonstration, peer tutor modeled task twice, wait for tutee response, no response = tutor physically assisted tutee; praise for correct response and corrective feedback for incorrect performance

ResultsClass-wide Peer-

Tutoring Minimal or no increase in striking

performance practiced in PE class Increased engagement in both students

How likely is it that you will teach in a classroom that accommodates children with disabilities?

Tolland, CT: 316 students (45 autism) Waterbury, CT: 2,820 students (155 autism) Windham, CT: 553 students (36 autism) South Windsor, CT: 540 students (56 autism) Colchester, CT: 366 students (30 autism) East Hartford, CT: 1058 students (76 autism) Hartford, CT: 3014 students (189 autism)

Jacob Jennis, 11 years old

ConclusionChildren with learning disabilities, including ASD, are part of the learning community. As future educators we have to learn how to provide developmentally appropriate instructions, learning activities and experiences that help each and every child to be successful and become valued members of our communities.

References

Ayvazo, S., & Ward, P. (2010). Assessment of classwide peer tutoring for

students with autism as an inclusion strategy in physical education.

Palaestra , 25 (1), 5-7.

Connecticut State Department of Education. (2010-11). Strategic School Profile Reports. Retrieved October 12, 2013, from www.sde.ct.gov: http://

sdeportal.ct.gov/Cedar/WEB/ResearchandReports/SSPReports.aspx