European Journal of Adapted Physical Activity 1, 7-19 (2008) | DOI: 10.5507/euj.2008.005

USING PEER-MEDIATED INSTRUCTIONS FOR STUDENTS WITH SEVERE AND MULTIPLE DISABILITIES IN INCLUSIVE PHYSICAL EDUCATION: A MULTIPLE CASE STUDY

Aija Klavina
Latvian Academy of Sport Education Medicine and Physical Therapy, Riga, Latvia

The purpose of this study was to determine the effect of peer-mediated and teacher - directed instructions on the activity engagement time of students with severe and multiple disabilities (SMD). The data were obtained during inclusive general physical education sessions under two kinds of instructional support conditions for three students with SMD: (a) teacher-directed, and (b) peer-mediated. Instructional behavior data showed that during peer-mediated support conditions the instructions provided by tutors were more frequent than instructions provided by teachers during teacher-directed conditions. Physical behavior data indicated that peer-mediated conditions resulted in similar levels of physical behaviors for all students with SMD when compared to teachersdirected conditions. Also, for all students with SMD the activity engagement time data was higher in conditions where peer tutors were involved.

Keywords: Peer Tutoring, Students with Severe and Multiple Disabilities, Adapted Physical

Published: July 31, 2008  Show citation

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Klavina, A. (2008). USING PEER-MEDIATED INSTRUCTIONS FOR STUDENTS WITH SEVERE AND MULTIPLE DISABILITIES IN INCLUSIVE PHYSICAL EDUCATION: A MULTIPLE CASE STUDY. European Journal of Adapted Physical Activity, 1(2), 7-19. doi: 10.5507/euj.2008.005
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