VIDBE-Q Volume 66, Issue 2
77
Michael Tuttle, Vanderbilt University,
Michael.j.tuttle@vanderbilt.edu
Target Audience for Article: TVIs
Social interaction is fused into numerous aspects of education. Students
learn alongside their peers, participate in a myriad of discussions, and collaborate
with classmates. Conversations and connections are made before, after, and
between transitions that occur throughout the school day. Students' social skills
shape these social interactions and can impact their academic experiences
(Bukowski et al., 2020). Indeed, stakeholders in the field of visual impairment (VI)
have embedded the importance of addressing students' social needs in the
Expanded Core Curriculum (Hatlen, 1996). Still, professionals report being unable
to address their students' social needs due to limited instructional time (Wolffe et
al., 2002). Thus, peer-mediated interventions are an attractive solution for feasibly
integrating social interventions into inclusive academic settings (e.g., Jindal-Snape,
2005; Sacks & Gaylord-Ross, 1989). This paper discusses peer support
Peer Support Arrangements for Students with
Visual Impairments
