Peer Tutoring Introduction:
HM Jackson Life Skills/STRIVE Peer Tutor class will use the Kentucky Peer
Buddy materials for information and assignments. Kentuckypeertutoring.org
What is a Peer Buddy?
Being a peer buddy provides a chance for students with and without disabilities to work together
in inclusive educational settings. Being a peer buddy increases access for students with
disabilities to both the general curriculum and to all of the activities of a typical high school
student. Additionally, being a peer buddy encourages positive social interactions and social
relationships to develop between students with and without disabilities.
Peer buddy programs pair students with and without disabilities who are able to work together on
the basis of their unique strengths. In the past, we typically talked about student “peer tutors” as
opposed to “peer buddies”. However, peer buddy programs really transcend peer tutoring
programs by focusing on the relationship that is formed: a relationship of equal partnership in
growth and learning, rather than one of student and tutor. It is because of this focus on
relationships that peer buddy programs have such great potential for encouraging social learning
on the part of both students with and without disabilities.
In the peer buddy modules, students without disabilities will learn about the history of
discrimination against people with disabilities and their journey to gain inclusion in public
education, as well as ways that they themselves can advocate for and help their buddies to plan
for their futures. Peer buddies can help the students they support to develop their own goals,
monitor their own progress, and reach their intended outcomes under the guidance of their
teachers. The day-to-day activity of a peer buddy can certainly change, depending upon the kinds
of learning activities planned. Together, peer buddies (students with and without disabilities) can
work on their lessons in general education classes, go on Community Based Instruction, do
service learning activities together, participate in extracurricular activities with one another, or eat
lunch together. Every day will prove to be different, and hopefully will be an opportunity to learn
all that they have to offer each other.
Typically, peers are paired with students with disabilities in the classroom and serve as “buddies”
who are there to provide support with school work (working in small groups, responding to
questions, summarizing key ideas, etc.), offer advice, and just be a friend. The peer buddy is
usually a student who is interested in providing support, who understands the requirements of the
classroom, is comfortable with the subject matter, and would like to bring the student with a
disability into his or her circle of friends. The benefits of Peer Buddy Programs extend to all
students involved. The biggest benefits gained from the Peer Buddy Programs are the building of
friendships and relationships, development of social skills, positive academic outcomes, and
developing a more positive outlook on life (Carter & Hughes, 2008) – and this is true for both
students with and without disabilities!
It is important to remember that Peer buddies are friends, role models, guides, and above all
peers. They are not teachers, disciplinary figures, instructional assistants, behavior modifiers, or
supervisors. If you have any questions or concerns, talk to your teacher.
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FAQs for Peer Buddies
How do I get to know students with disabilities better?
Ask students the same types of questions that you would ask any new person you have just met.
Ask them about their family, their likes and dislikes. Ask them what they like to do. Ask them
about their friends. Always try and reflect back to them what they have said so that they know that
you are really listening. If a student is using an assistive device to aid in communication, learn to
use it and to understand that student’s personal system. This will show that you care and that you
are listening – you would do this with any of your friends!
Tell the student things about yourself and try to find things that you both have in common. Ask the
student to join you in other activities. Call him or her at home. Stop by to visit. If the student has a
computer, use email, or become Facebook friends! This will mean a lot to the student and to his
or her parents to know that their son or daughter has friends that care, and having a new friend
will make you feel just as good.
How do I talk to students with disabilities?
You talk to students with disabilities the same way that you would to anyone else. Please refer to
the unit on Communication and People First for more information, especially if the student uses a
device for communication.
How do I treat students with disabilities?
You treat students with disabilities the same way that you would treat classmates without
disabilities. You treat them as you would any of your friends. If you have any questions, then ask
the special education teacher. For more information, refer to the unit on People First.
What do I do if I do not like working with a particular student?
First, you should figure out why you think that you do not like to work with this student. Is it a
barrier to communication? Difficulty making conversation? After you have figured out why, think
about ways to work around it. Think what you would do if this same thing was happening with a
friend without a disability. How would you react? Could you handle the situation the same
way? If you think that you are not able to work with a student after you have tried to handle the
situation yourself, then you need to discuss the situation with your teacher. Do not allow the
situation to continue and, most importantly, do not treat the student with a disability in a negative
way due to your feelings. The special education teacher will know how to handle the situation so
that it remains positive.
What do I do if my buddy does not follow my instructions?
Rather than giving instruction, you are there to work as an equal with the student, as a peer.
Make sure that when you are explaining something or helping that you are not giving directions
like a teacher but as a peer, just as you would do group work with other classmates. If the student
still struggles, ask the student if she or he understands the task. If there is still difficulty with the
student following the directions, then ask the teacher for help. Tell the teacher that you believe
there is some difficulty with understanding what is to be done. Remember you are not in the role
of a teacher, but as a fellow student, and as a friend.
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What will students with disabilities do after graduation?
After graduation, students with disabilities have the same choices as students without disabilities.
They could choose to continue their education or get a job. Some students will continue to live at
home and others may live on their own or with roommates. Just because they have disabilities
does not mean that there are less options for these students. Please refer to the units on
Preparation for Adulthood and Self Determination for more information on this topic.
How can I develop a closer friendship with my buddy?
The answer to this is simple. If you were to meet anyone new, how would you go about
developing a close friendship? You develop a friendship with a person with a disability the same
way as you would a person without a disability. You get to know the person by talking; you call or
text them or “friend” them on Facebook, hang out with the person, visit the person, and simply
spend time. If you would like to make arrangements to meet with a student after school, such as,
to meet at a school function, I can help coordinate to make arrangements with parents. Some of
our students attended Homecoming with peers this year and had a very memorable time.
What can I tell my other friends about my buddy?
Tell your friends all of the positive attributes that your buddy has. If you were introducing a new
person without a disability to your friends, what would you tell your friends about that person? Tell
them the same types of things about a student with a disability, such as, “she has the best taste
in music” or “he really likes to draw”. Remember to keep the negative information to a minimum
and remember confidentiality. Ask your friends if they have any questions. Answer those
questions so that they will feel more comfortable, but remember not to break confidentiality and
share information about the student’s disability or the student’s IEP – this information is
confidential. You need to model how to interact, so that your friends can learn from you. Make
sure that your friends understand that students with disabilities are just like them and that they
wanted to be treated as such. Make sure that in the beginning, there are a lot of positive
interactions to break the ice.
What if I do not feel comfortable being alone with my buddy or other students with
disabilities?
If this question pertains to you, you should talk with the special education teacher. You should not
feel bad, as many people feel uneasy in unfamiliar situations. The important thing is that you
acknowledge this, and then discuss it with the special education teacher and others important in
your life. Peer tutors should not accompany students alone in the halls or be left alone with a
student that is not normally independent without a para or teacher nearby. This is for your safety
and the safety of your peer.
Can all students with disabilities talk?
Every person can communicate his or her wants or needs, but not everyone communicates in the
same way. Some people may communicate verbally, others with their hands, behavior, body
movement, communication devices, and still others with eye movements. During training, the
special education teacher should have reviewed with you how each student, and especially your
buddy, communicates. The teacher should have discussed how to communicate with those
students who have alternative or augmentative communication systems (see the unit on
Communication). The important thing to remember is that no matter how a person communicates,
make sure that you take the time to pay attention. Each and every person has something
important to say; it does not matter how they say it or how long it takes!
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What will I work on with my buddy?
You may work on a variety of academic or other skills, with much of what you will be working on
coming from the individual goals the student is working on or with them in their general education
classroom. Students with moderate to severe disabilities may work at a slower pace than you do
(though in some areas, they may learn faster than you do—it’s all up to individual learning
styles). You may be working on several different items in a day, and you may work on the same
thing for several weeks, again, learning styles differ from person to person. The important thing to
remember is to make the process about learning together and from each other—a true peer
relationship.
Will I know what to do in class?
The teacher or para-educator will give you instructions on what to do and how to do it. If you do
not understand, please ask so that the learning can be a success.
What will the future hold for my peer buddy?
It is important to know that, as a general rule, people cannot be “cured” of disabilities. However,
they may find ways to adapt to a disability, and may grow greatly in both confidence and skills.
With excellent instruction and plenty of the right support, abilities certainly can improve! Most
importantly, students with significant disabilities can go onto to have good jobs, have friends
throughout their lives, and even have the opportunity to go to college (see the unit on Preparation
for Adulthood).
What do I do if my buddy has a seizure?
During your training, the special education teacher should have reviewed seizures. If a student
with whom you are working has seizures, make sure that you have talked with the special
education teacher so that you know exactly what to do. Teacher or para should be notified
immediately. Teacher or para should be with in proximity to respond quickly.
There are a few basics rules to follow:
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Contrary to popular belief, when a person is having a seizure, never put
anything in his or her mouth. Putting something in the mouth could cause
injury .
When a person is having a seizure, try and get that person down to the
floor as safely as possible (but never force a person having a seizure into
any position – that can cause serious injury!).
When the person is on the floor, gently turn the person to his or her side.
This helps with breathing.
After turning the person on to his or her side, try and put something soft
under the head to protect it.
Another thing to do is to move any objects that are close to the person.
During a seizure, some peoples’ bodies have violent jerks, and if there are
any close objects (tables, chairs, glass items) more injury could occur.
A very important thing to take note of is the time of the seizure. If there is a
clock or watch close by, take note of the time that the seizure began and
when it ended.
If there is another person close by, then try and get that person to get the
teacher.
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Never try and hold the person during a seizure. If you do this, you could
cause injury to both of you.
Sometimes during the seizure, the person can lose control of his or her
bodily functions and have a toileting accident. This will not cause harm,
but could cause the person to be very embarrassed. If this happens, get a
coat or blanket to cover the student.
Medical attention is not always needed when a seizure occurs. The
special education teacher will know when to call for medical assistance.
When you do talk to the special education teacher, tell the teacher
everything that happened before, during and after the seizure. All of this
information is very important.
Confidentiality
We have touched on the concept of confidentiality—or privacy—throughout this website, but it is
so important and is worth repeating. Remember, your role as a peer buddy requires you to
maintain confidentiality. This is an important issue in the area of special education. Many things
that you will observe and hear in the special education program are confidential, but by the nature
of the situation, you will see or hear these things. Remember that it is a privilege to be a peer
buddy, and to keep these things in the classroom. If it troubles you, then talk with the teacher. If
you are still troubled, talk with the school counselor.
Here are some things to keep in mind if you are in a situation that might risk you breaking
confidentiality:
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If another friend asks you personal questions about the student’s
disability, suggest that the student speak with the special education
teacher to gain a better understanding; the teacher will share what is
permissible.
Remember, all students have a right to their privacy.
As a peer buddy, it is your responsibility to help protect that right.
If you ever feel like you are not sure if you should share the
information, don’t! Ask your teachers for guidance.
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