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Curricular Design
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Maheady, L., Harper, G. F., & Mallette, B. (2001). Peer-mediated instruction and interventions and students with mild disabilities. Remedial and Special Education, 22, 4-14. Abstracted by Barbara Higgins-Dover In this article, the authors describe how a variety of peer-mediated instruction and interventions can assist classroom teachers in meeting instructional challenges. They discuss the needs of students with mild disabilities, and provide a review of peer-teaching methods. A discussion of future research needs and practice is incorporated toward the end of the reading. In the past 25 years, a number of powerful educational interventions have been developed to meet the learning needs of students with mild disabilities. These interventions are referred to as peer-mediated instruction and intervention (PMII). The PMII is a set of alternative teaching methods in which students act as instructional assistants for their classmates. These roles can be direct such as with tutoring, or indirect such as with encouragement and modeling. PMII can change the teacher's role from that of primary instructor to facilitator. Nature of Student Difficulties: A description of the difficulties faced by students with mild disabilities is incorporated into the reading. The three areas of greatest learning difficulty described include (a) basic academic skills; (b) academic related behavior, and (c) behavioral and interpersonal interactions. Many students with mild disabilities also encounter difficulties with receptive and expressive language, making it difficult to effectively read and write. They may also encounter problems learning math facts, rules, procedures, and concepts. The authors describe these same students as having difficulties with appropriate behaviors and getting along with others. Unique Challenges of Instructing Students: Figure 1 is incorporated into the reading and illustrates instructional challenges that confront classroom teachers working with students who have mild disabilities. These challenges include and expanding curriculum, increased student diversity, and a decrease in instructional resources and support. Reviews of PMII: Four conclusions regarding the use of peer-mediated instruction were reached and are discussed in the article. The authors suggest that these teaching strategies are powerful tools, needed throughout all schools in the U.S. PMII has produced noticeable student improvements academically, interpersonally, and socially. The authors also suggest that these teaching methods work because they create a more "learner-friendly environment." Finally, the authors suggest that there are some concerns existing which must be addressed if teachers are to use such interventions on a broad basis. Recent Applications of PMII: Recent research is discussed in this section of the article. A brief description of two particular peer-teaching methods is included. The first is that of CSTT, a peer-teaching approach combining elements of student team learning programs with components from the Juniper Gardens Model. The second description is that of NHT, a peer mediated instructional approach focusing on question-asking strategies. Future Research, Practice, and Conclusions: The authors suggest that the future must bring a more systemic approach to research regarding peer-teaching methodologies. Three specific directions include, linking approaches with goals and outcomes, addressing training and support issues, and examining the role of curriculum with PMII. |
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