Using a peer buddy system to increase interaction between students with special needs and their peers

Students with disabilities in a self-contained elementary classroom were given peer mentors to encourage and motivate them to become more active socially. The peers modeled appropriate behavior and social skills during special area classes. The four students who volunteered to act as mentors met with the special education teacher and discussed the plan of action. As a result of the intervention, the students with disabilities approached their typical peers more frequently. The students with disabilities grew in many ways socially, emotionally and cognitively. The mentors gained knowledge of the peer mentor system as well as knowledge of students with disabilities. The results showed that students with disabilities could increase their interaction with typical peers as a result of participating in a peer buddy program