Learning for All

References: Peer Supports

Carter, Erik W. et al. Friendship Matters: Fostering Social Relationships in Secondary Schools in TASH Connections, November/December 2008 http://www.waisman.wisc.edu/naturalsupports/pdfs/Peer_Supports_TASH_Connections_2008.pdf

Carter, Erik W. et al. Fostering Friendships: Supporting Relationships Among Youth With and Without Developmental Disabilities in The Prevention Researcher, April 2013, pp14-17 http://www.tpronline.org/download-free-article.cfm?id=626

Carter, Erik W. et al. Peer Network Strategies to Foster Social Connections Among Adolescents With and Without Severe Disabilities in Teaching Exceptional Children, Nov/Dec 2013, pp 51-59
http://peer-tutoring-s230-i-m.kcs.hallshs.schoolfusion.us/modules/locker/files/get_group_file.phtml?fid=24726019&gid=3896980

Carter, Erik W., et al. Promoting Rigor, Relevance, and Relationships Through Peer Support Interventions. TASH Connections (2008)
http://www.waisman.wisc.edu/naturalsupports/pdfs/Peer_Supports_TASH_Connections_2008.pdf

Carter, E. W., Gardner, K., Gustafson, J. R., Harvey, M. N., Hochman, J. M., Mullins, T. S., & Fan, H. (2014). Effects of peer networks on the social interactions of high school students with autism spectrum disorders. Research and Practice for Persons with Severe Disabilities, 39, 100-118.

Carter, Erik W., Asmus, J., Moss, C. K., Cooney, M., Weir, K., Vincent, L., Born, T., Hochman, J., Bottema-Beutel, K., & Fesperman, E. (2013). Peer network strategies to foster social connections among adolescents with and without severe disabilities. TEACHING Exceptional Children, 46(2), 51-59.

Carter, Erik W., Common, E. A., Sreckovic, M. A., Huber, H. B., Bottema-Beutel, K., Gustafson, J. R., Dykstra, J., & Hume, K. (2014). Promoting social competence and peer relationships for adolescents with ASD. Remedial and Special Education, 35, 27-37.

Carter, Erik W., Moss, C. K., Hoffman, A., Chung, Y., & Sisco, L. G. (2011). Efficacy and social validity of peer support arrangements for adolescents with disabilities. Exceptional Children, 78, 107-125.

Carter, Erik W., Sisco, L. G., Chung, Y., & Stanton-Chapman, T. (2010). Peer interactions of students with intellectual disabilities and/or autism: A map of the intervention literature. Research and Practice for Persons with Severe Disabilities, 35, 63-79.

Nijs, S., Maes, B. and Leuven, KU. Social Peer Interactions with Profound Intellectual and Multiple Disabilities: A Literature Review in Education and Training in Autism and Developmental Disabilities, 2014, 49 (1), pp 153-165
http://daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Education_Training_Development_Disabilities/Full_Journals/ETADD_49%281%29_153-165.pdf


Links to useful web resources

Peer Mentoring to Support Students with Disabilities (Alberta Regional Learning Consortia)
11 short video conversations with Erik Carter, plus learning guides
http://www.engagingalllearners.ca/sal/peer-mentoring

Natural Supports Project (Waisman Centre, University of Wisconsin/Madison)
A collection of resources, including videos and success stories from schools
http://www.waisman.wisc.edu/naturalsupports/index.php

Using Natural Peer Supports in Middle/High School: Inclusion, Learning and Relationships (Pennsylvania Department of Education)
A comprehensive webinar series with Erik Carter
http://www.pattan.net/category/Educational%20Initiatives/Inclusive%20Practices/page/Using_Peer_Support_Strategies_in_Middle_High_School_Inclusion_Learning_and_Relationships.html


Quick Guides to Inclusion

147

Quick Guide #4
Supporting Friendships for All Students by Carol Tashie and Zach Rosetti in Quick-Guides to Inclusion: Ideas for Educating Students with Disabilities, 2nd edition


Other References

Social Connections and Augmented and Alternate Communications (AAC)

Chung, Yun-Ching; Carter, Erik W.; Sisco, and Lynn G. (2012) A systematic review of interventions to increase peer interactions for students with complex communication challenges. Research and Practice for Persons with Severe Disabilities, 37, 271-287

Chung, Y., Carter, E. W., & Sisco, L. G. (2012). Social interaction of students with severe disabilities who use augmentative and alternative communication in inclusive classrooms. American Journal on Intellectual and Developmental Disabilities, 117, 349-367.

Social connections and the classroom
Salend, Spencer J. Chapter 5: Creating an Environment That Fosters Acceptance and Friendship in Creating Inclusive Classrooms: Effective and Reflective Practices. Upper Saddle River, NJ: Pearson Education, 2011


References: Service Learning

Dymond, S., Jung Chun, E., Kyung Kim, R., and Renzaglia, A., A Validation of Elements, Methods, and Barriers to Inclusive High School Service-Learning Programs in Remedial and Special Education 34 (5), 293-304, 2013

Waisman Centre, University of Wisconsin-Madison, Leadership: A Guide for Promoting Leadership Skills in Youth with Disabilities. Accessed on February 10, 2016 at https://www.waisman.wisc.edu/naturalsupports/pdfs/YouthLeadershipTipSheet.pdf

Waisman Centre, Natural Supports Project, University of Wisconsin-Madison, Strategies for Involving Youth in Service-Learning Activities. Accessed on February 10, 2016 at:
http://www.waisman.wisc.edu/naturalsupports/pdfs/ResourceBrochure.pdf


Additional recommendations by members of the community of practice

Peer Buddy Programs for Successful Secondary Inclusion
Last year I was fortunate to attend the Erik Carter session focusing on peer buddies in secondary school settings.  The book that he referenced is a great resource for teachers who want to get other students involved in their programming in a meaningful , deliberate way.  Recently one of our high schools  set up a work experience program, so students wanting to be involved with some of our program students can earn hours.  The staff  in the program have found Erik’s book to be an excellent resource, to ensure the experience is positive for both their students and student volunteers. The chapter that they felt was of greatest value when asked was Chapter 5 ” Developing Procedures and Communicating Expectations”.  This chapter has great ideas on how to set up orientation for volunteers and define both roles and goals within the program.
http://www.amazon.ca/Programs-Successful-Secondary-School-Inclusion/dp/1557669805