Publication Date

Spring 2016

Document Type

Project Summary

Degree Name

Master of Arts

Department

Multicategorical Special Education

First Advisor

Philip Boudreau, Ph.D.

Abstract

The purpose of this study is to examine the effectiveness of positive peer support to increase social interaction of students with special needs. This study followed a teacher action research design with data collected on a single student in two different preschool sessions within the same school and classroom. The participants included two special education students, and two typically developing peer supporters and the student's teacher. Observations and a questionnaire were used to collect and analyze data. The results indicate that special needs students benefit from having peer support from peers to help increase social interaction. Both students progress supported the evidence stated in previous research stating that peer support will increase positive social interactions. One recommendation is for schools to create and implement programs that support the increase of social skills for students with special needs.

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