The ways that nonhandicapped students could become more integrally involved in the education of severely handicapped students are discussed. Four nonhandicapped peer intervention procedures are considered: peer modeling, social bids, peer reinforcement, and peer tutoring. (SEW)

Describes two techniques to give students experience in recording and shaping written prose and to provide peer tutors with coherent analyses of their tutoring experiences. (AEA)

Shows that among the qualities of interaction present in peer learning are the negotiation of teaching and collaborative roles, attention-focusing, showing and pointing, and informative messages. (FL)

Considers problems in using prose models in remedial writing instruction. To demystify the writing process, suggests: "teacher as writer" approaches--teachers demonstrate the problems they encounter in writing; "peer-mediated instruction"--students write for and observe each other; and "writer as model" approaches--professionals show how they…

This discussion of education for the handicapped examines the collaborative responsibility of teachers and parents, the value of social learning and peer teaching, the role of the government, and the benefits of mainstreaming in preparing children for life in a culture of diversity. (SK)

Joanne, a seven year-old Down's syndrome child, participated as a student in a first-grade peer tutoring program to improve sight word recognition. (Author)

By "conferencing" ideas in writing, the teacher involves students in the experiment and invites them to join with the teacher in investigating writing. (HOD)

A field experiment was done to determine the outcomes of reflective teaching, a laboratory teaching experience that features aspects of peer teaching and microteaching. Results indicate that reflective teaching enhances the ability of students to express themselves in a more analytical manner. (JN)

A health risk reduction program at Bowling Green State University (Ohio) tested the efficacy of peer education against the efficacy of returning (by mail) health questionnaire results. A peer health education program did not appear to be effective in changing student attitudes or lifestyles; however, the research methodology may not have been…

Five components were identified as crucial to the success of the mainstreamed peer tutoring program (selection, training, matching, supervision, and communication with/support for the regular classroom teacher). Data provided support for the conclusion that the on task behavior of tutees improved significantly as a result of the program. (SB)

Presents a case report of a retarded person with elementary reading, writing and spelling skills being trained to use graduated physical and verbal prompts in order to teach another retarded patient. Over an eight-week period, the student mastered the alphabet and learned to spell and read 50 words. (Author/SJL)

Low achievement in school is often a result of poor reading skills. These authors outline an alternate, nonreading curriculum that emphasizes content, not skill. (Author/JM)

Teachers should assign the classics, include ethnic literature in the curriculum, use peer tutors, and teach argumentative and persuasive writing in order to help students to think logically, communicate effectively, and become responsible citizens. (DD)

Presents results of two projects which focused on elected peer leaders of small group activities which were part of a university introductory psychology course. Data reveal differences between leaders and nonleaders. Information is also presented on relationships between leader behavior and team success, and personality traits of leaders. (KC)

Using the concepts of normalization, mainstreaming, and individualized instruction, a big brother/big sister program was developed in which 16 severely handicapped autistic children (4 to 15 years old) were tutored by nonhandicapped and educable mentally retarded elementary students. (CL)