Using peer tutoring to enhance inclusion for students with moderate to severe intellectual disabilities in Taiwan

Promoting inclusion for students with disabilities, especially those with moderate to severe intellectual disabilities who are placed in self-contained special education classrooms or schools, is crucial. These students have limited exposure to general education classes and curricula. Peer tutoring has proven effective in promoting inclusion among these students. This study used a multiple probe design across participants to explore the effects of peer tutoring for three elementary school students with moderate to severe intellectual disabilities in general education classes in Taiwan. The study focused on learning responses, social interaction, and problem behaviors as dependent variables and also collected social validity data. The results revealed that peer tutoring significantly improved the participants’ learning responses and social interactions and reduced problem behaviors. Social validity data revealed positive feedback from general education teachers, special education teachers, and peer tutors regarding the use of peer tutoring both for student learning and teacher instruction.