The author describes a project in which disabled students are trained to tutor nondisabled students. The advantages of such an approach are considered. Tutoring is described in resource rooms, total class approaches, and as a "ripple" model which begins small and expands. (CL)

The study measured social acceptance experienced by fourth through sixth-grade mentally retarded students who acted as tutors of their regular class peers. Results showed that tutors interacted with regular class peers more often than handicapped non-tutors and suggested that handicapped students would make more personal/social progress with…

Fifteen mildly retarded fifth and sixth graders were trained to tutor their nonhandicapped peers in sign language. Parent and peer reaction was positive, and the retarded students learned to become tutors. (CL)

The feasibility of employing hearing college students as tutor/notetakers for deaf students was examined with 25 deaf and 10 hearing students. Hearing Ss were given an intensive training program in manual communications, notetaking, and tutoring, and assigned to take notes for and tutor the deaf Ss who were enrolled in classes for the hearing.…

The authors, experienced with educable and trainable mentally handicapped fifth and sixth graders, describe a procedure for training handicapped students to tutor their nonhandicapped peers (reverse role tutoring) to enhance handicapped students' abilities in the areas of academic achievement, personal/social adjustment, and decision making/moral…

Twelve educable and three trainable mentally retarded fifth and sixth grade students were trained in techniques to allow them to tutor nonhandicapped students in sign language. Observers noted free play interaction between handicapped and nonhandicapped children at lunch hours. Results indicated that the mean percentage of interaction between…

Effective training and management techniques for the implementation of paraprofessional support systems for mainstreamed deaf students are demonstrated at the National Technical Institute for the Deaf (NTID). (PHR)

Two studies investigated effects of programs in which handicapped students tutored regular class students. In study 1, 39 fourth to sixth grade learning and behaviorally handicapped students tutored regular class first graders in reading. In study 2, 17 intellectually handicapped students tutored regular class peers in sign language. Comparing…

Two experiments compared cross-age and peer tutoring interventions within special education settings. In experiment 1, 47 elementary age learning and/or behaviorally disordered (LD/BD) students acted as tutors of younger LD and BD students. In experiment 2, 31 same-age LD and BD students alternated tutor and tutee roles. In both experiments,…

The article synthesizes results of studies dealing with cross age and peer tutoring in special education, noting both tutor and tutee benefits (academic and personal/social). Implications for instruction are noted. (CL)

Nine papers examine aspects of reverse-role tutoring in which students with handicaps are taught to tutor their non-handicapped peers. In the first, implementation strategies are discussed for conducting tutoring projects in special education. The second paper reports on a study in which 64 handicapped tutors demonstrated significant increases in…

The final report describes the results of the first year of a 3-year project investigating the effects of using handicapped students as tutors. Detailed descriptions are provided of two main experiments in which learning disabled and intellectually handicapped students tutored students from the regular classroom in sign language and reading. Both…

The purpose of this study was to measure the effects of tutoring low achievers on the concepts of carrying and borrowing before they were introduced in the classroom. Twelve low-achieving second-grade students were tutored on these concepts. The tutored children, along with members of two control groups, participated in a pretest covering these…

Research data is presented to support special education approaches to personal and social development. Seventy-eight fourth- to sixth-grade handicapped students and 82 first-grade nonhandicapped students participated in the project. Promising research results suggest many questions to be addressed in future study. (JS)

Issues in tutoring handicapped and gifted students are examined in the paper, one of a collection of papers commissioned for the Foundations project on the career development needs of students entering the National Technical Institute for the Deaf. Studies are reviewed which assess the effects of tutoring on both tutors and tutees in three broad…