Nonhandicapped Peer Tutors With Students With Moderate Mental Retardation: Examination of Changes in Both Tutors and Tutees

While many students with moderate mental retardation are educated in segregated schools, this study provides evidence that an integrated public school setting for these students benefits not only the students with handicaps but the nonhandicapped students as well. Specifically the study investigated: (a) whether the use of a peer tutoring program would result in skill acquisition by students with moderate mental retardation; (b) whether the experience of tutoring students with moderate mental retardation influences nonhandicapped students' attitudes toward their peers with handicaps; and (c) whether the tutoring experience resulted in collateral benefits as reported by parents, teachers, and administrators.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Donder, Daniel Jerome, Jr.

• Education, Special

Identifier

(UMI)AAI8623283

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/69053