0. The Inclusive Classroom: Strategies for Effective Differentiated InstructionBy
Margo A. Mastropieri
Thomas E. Scruggs
Blanche Jackson Glimps, Contributor
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

1. Promoting Inclusion with Classroom Peers
Chapter 9
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

2. Objectives
Describe how to use classroom peers to promote social acceptance.
Describe how students can be employed as peer assistants, and describe difference uses of peer assistants.
Describe and evaluate different types of peer tutoring programs.
Gain understanding of peer tutoring and the benefits for tutors and tutees.
Describe how to set up and evaluate a peer tutoring program.
Describe the benefits and challenges of cooperative learning, and describe types of cooperative group arrangements.
Compare and contrast the uses and features of cooperative learning and peer tutoring.
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

3. Promoting Social Acceptance
Peers can become involved in accepting students with special needs from their first placement in a general education classroom
Have students brainstorm strategies to help new student feel more accepted
Select a strategy and implement
Build community with Circle of Friends activity
Promote acceptance with Special Friends Program
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

4. Peer Assistance
Pairing students for the purpose of having one student available to assist another student when necessary
Peers should lend assistance only when help is required
Peer assistants should be trained
Consider selecting “less obvious students” for the task
Train to assist with different types of disabilities and activities
Monitor the program to determine if objectives are achieved
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

5. Peer Assistance Checklist
Identify the situation that requires assistance
Identify peer assistants and buddies
Train peers to work with students with disabilities
Allow peer assistants to observe the student
Train buddies for particular need areas
Train for appropriate social interactions
Match peers and buddies
Meet and explain process with peers
Monitor progress and modify as necessary
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

6. Promote Peer Social Initiation
Procedures intended to enlist peer assistance in promoting social interaction with withdrawn or “isolate” children, including children with autism
Done by:
Asking student to play
Giving or sharing a desired toy
Assisting the student in using a particular material
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

7. Promote Peer Social Initiation
Choose peer assistants who
Attend school regularly
Consistently exhibit appropriate social skills with peers
Follow instructions reliably
Maintain concentration on the task for at least 10 minutes per session
Training should involve
Explaining what will be expected
Telling the student not to give up
Rewarding the peer trainer for persistence
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

8. Peer Tutoring
Tutoring can be a powerful tool in improving inclusive classroom performance
Helpful in addressing diverse learning needs
Benefits include:
Improving academic skills in the subject tutored
Tutors usually benefit by serving as “expert”
May improve self-esteem
May improve attitude toward the subject and school
Students with disabilities may enjoy higher levels of social acceptance
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

9. Steps in Developing Peer Tutoring Program
Determine the content for tutoring material
Devise a tutoring plan
Establish procedures
Determine rules for appropriate behavior
Identify tutor roles and behaviors
Monitor performance
Collaborate with other teachers if needed
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

10. Strategies for Implementing a Tutoring Program
Work across grade levels to implement cross-age tutoring
Cross-age tutoring, older students serve as tutors for younger, lower-functioning students
Implement same-age tutoring within your classroom
Same-age tutoring, students who are more skilled in a particular area can tutor less-skilled students
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

11. Classwide Peer Tutoring
One of the most highly recommended strategies for promoting achievement among diverse groups of learners
All student are divided into pairs who alternate roles of tutor and tutee to master basic skills
Benefits include increased time-on-task and opportunities to respond
Recommended as a “Tier 1” Response to Intervention (RTI) approach
Can be used at all grade levels and subjects
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

12. Planning and Implementing a Tutoring Program
Clarify the specific objectives of the program
List objectives in a form that can be easily measured
Choose tutoring partners carefully
Establish rules and procedures
Implement the tutoring program, monitor, and consistently enforce rules and procedures
Evaluate frequently
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

13. Classwide Peer Tutoring in Reading
Pair each student with a partner
The stronger reader reads the assigned passage aloud to the partner for 5 minutes
The roles are reversed and the weaker reader reads for 5 minutes
In a 2-minute “retell” session, the weaker reader is prompted to answer questions about what was learned
In “paragraph shrinking,” the weaker student provides information (e.g., who, what, and main idea) for each paragraph
In “prediction relay,” the student predict, read, check, and summarize
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

14. Strategies for Implementing a Tutoring Program
Use a variety of tutoring materials
Schedule regular tutoring sessions
Devote one 45 minute session to teach students how to use the materials correctly and how to be a helpful partner
Teach students specific words and gestures for reinforcing partners
Emphasize good sportspersonship and cooperative behavior
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

15. Secondary Level Classwide Peer Tutoring
Used in areas such as
Reading
Social studies
English
Chemistry
History
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

16. Cooperative Learning
Students are assigned to small groups and work collaboratively to complete group activities
Strategies
Create specific academic and/or social skills objectives
Determine group parameters
Explain goals, rules, roles, and procedures
Monitor group activities
Evaluate individual or group efforts
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

17. Cooperative Learning Integrate students with special needs
Prepare students with special needs
Explain procedures and rules
Present them with a role in the group that is appropriate for their skill level
Prepare students without disabilities
Teach how to interact appropriately and how to accept individual differences in learning
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

18. Cooperative Learning Student Teams-Achievement Divisions (STAD)
Students meet in heterogeneous groups to study material. Graded on improvement of group.
Team-Assisted Individualization (TAI)
Placed in structured heterogeneous curriculum-based groups based on pretest score. Students help each other complete assignment.
Cooperative Integrated Reading and Composition (CIRC)
Working in cooperative reading and writing groups. Teacher leads instruction.
Jigsaw
Each student learns particular piece of information and then contributes to group. Students are tested individually on learning. Can also be used where groups teach one another.
Group Investigation
Students determine how they will learn materials and organize group.
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

19. Peer Mediation Strategies
Students are trained in how to identify conflicts, negotiate, mediate, and resolve
5 part procedure:
Jointly define the conflict
Exchange positions and interests
Reverse perspectives (state other’s point of view)
Invent at least three optional agreements for mutual gain
Reach an integrative agreement (the optional agreement that seems best to all parties)
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

20. Advantages of Cooperative Learning
Improving achievement
Group interaction
Social learning
Learning of students with special needs
Students with disabilities can be included, and contribute, to activities they may not otherwise be able to participate
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

21. Challenges of Cooperative Learning
Students with disabilities may not learn significantly more than if they participated in alternative learning conditions
More successful when combined with individual accountability and group rewards
Interventions must be planned and monitored carefully
Takes more teacher preparation and transition time
Lessons may take longer
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.