Peer Buddy Programs for Successful Secondary School Inclusion
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Peer Buddy Programs for Successful Secondary School Inclusion by Carolyn Hughes
Book DescriptionWhen secondary schools are committed to inclusion, everybody wins - schools make progress toward IDEA and NCLB requirements, and students with and without disabilities enjoy higher academic achievement and new friendships. A good peer buddy program can play an invaluable role in making inclusion happen, and this guidebook shows educators exactly why and how.Carolyn Hughes and Erik Carter, highly respected experts well-known for their work with peer buddy programs, give schools all the step-by-step guidance they need to get a program started and keep it going. Educators will discover how to: establish a peer buddy program and spark student interest; clarify the roles and responsibilities of everyone involved - teachers, counselors, administrators, parents, and students; create successful peer-buddy matches using students' strengths, needs, and common interests; develop smooth procedures for day-to-day program implementation; and, guide peer buddies in providing appropriate, effective academic support.
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Book DetailsISBN: 9781557669803
(254mm x 178mm x 12mm)
Imprint: Brookes Publishing Co
Publisher: Brookes Publishing Co
Publish Date: 15-Jul-2008
Country of Publication: United States
Books By Author Carolyn Hughes
Equity and Full Participation for Individuals with Severe Disabilities, Paperback (March 2014)
Aligned with the core values and agenda of TASH, this visionary text prepares professionals to strengthen supports and services for people with disabilities across the lifespan.
New Transition Handbook, Paperback (December 2012)» View all books by Carolyn Hughes
The thoroughly revised edition of the bestselling "The Transition Handbook," this practical guide gives you more than 500 research-based, teacher-tested strategies that help students with disabilities make a smooth transition to adulthood.
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Author Biography - Carolyn Hughes
Carolyn Hughes, Ph.D., is an associate professor in the Department of Special Education at Vanderbilt University in Nashville, Tennessee, and Project Director of the federally funded Metropolitan Nashville Peer Buddy Program. In 1990, she received her doctoral degree in special education from the University of Illinois at Urbana-Champaign, specializing in the areas of secondary transition and employment and self-management strategies. At Vanderbilt University, Dr. Hughes teaches courses in behavior management and the transition from school to adult life and manages several federally funded research and personnel preparation grants. She conducts research and publishes widely in the areas of self-instruction and self-determination, supporting the transition from school to adult life, and social interaction and social inclusion of high school students. Dr. Hughes is a coauthor of "Teaching Self-Determination to Students with Disabilities: Basic Skills for Successful Transition" (Paul H. Brookes Publishing Co., 1998) and is on the editorial board of the American Journal on Mental Retardation, Education and Training in Mental Retardation and Developmental Disabilities, Journal of The Association for Persons with Severe Handicaps, Journal of Behavioral Education, and Journal of Positive Behavior Interventions. In addition, Dr. Hughes taught general and special education classes in public schools in Montana for 10 years. Erik Carter is a Professor in the Department Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. His research and teaching focuses on evidence-based strategies for supporting access to the general curriculum and promoting valued roles in school, work, and community settings for children and adults with intellectual and developmental disabilities. Prior to receiving his doctorate, he worked as a high school teacher and transition specialist with youth with significant disabilities. He has published widely in the areas of educational and transition services for children and youth with significant disabilities. He was the recipient of the Distinguished Early Career Research Award from the Council for Exceptional Children and the Early Career Award from the American Association for Intellectual and Developmental Disabilities. His research interests include adolescent transitions from school to adult life; peer relationships and peer support interventions; students with severe disabilities, access to the general curriculum; and religion, congregational supports, and disabilities.
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