Division on Visual Impairments


A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

Issue link: http://dvi.uberflip.com/i/1359373

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Page 77 of 89

VIDBE-Q Volume 66, Issue 2 78 arrangements, a form of peer-mediated intervention, as an approach for socially engaging students with VI more meaningfully and maintaining academic success. Peer Support Arrangements Peer support arrangements involve the recruitment of peers, preparing the peers to provide academic and social support for students with a disability during class activities, peers implementing supports, and adults monitoring the peer support arrangement (Carter et al., 2011). Tuttle and Carter (2020) found that peer support arrangements are a promising strategy for increasing the interactions between students with VI and their sighted peers while maintaining academic engagement. This article will describe each component of peer support arrangements (i.e., peer recruitment, peer training, and implementing the peer support arrangement). Peer Recruitment To form a peer support arrangement, educators must first recruit one or more peers from the same classroom as a student with VI. Educators in Tuttle and Carter (2020) initially relied heavily on academic achievement. However, teachers should also weigh several other factors when recruiting peer partners, including students with VIs' preferences and support needs, as well as the peer partner's interest. Peer Training Peer training sessions prepare peers to provide the supports students with VI

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