The Impact of Peer-Mediated Support on Social Interactions in a Middle School Inclusive Setting

The purpose of this study is to examine the effects of a peer-mediated support model in an inclusive middle school setting. The study includes a general education teacher, a paraprofessional, and 24 students enrolled in a Ceramics and Sculpture class. More specifically, 20 general education students and four students with Developmental Cognitive Delay (DCD). The inclusive class participated in a peer-mediated support model in which general education students engaged in social interactions and peer-academic support with their peers with DCD. The general education teacher and paraprofessional encouraged interactions and modeled for general education students how to provide support to their peers with DCD. The researcher collected data through teacher and paraprofessional conferences, student questionnaires, interaction counters, and an observational journal. The study found that social interactions will naturally occur when students with DCD are sitting near general education students who are comfortable interacting and willing to support peers with disabilities. For the results of this study to translate to other settings, the general education teacher, special education teacher, and paraprofessional should collaborate to individualize a peer-mediated support model to fit the needs and environment of the specific inclusive class