VIDBE-Q Volume 66, Issue 2
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strategies with peers collaboratively. While students identify supports, the
facilitator should be generating a written support plan that documents appropriate
supports across different instructional times and formats (e.g., when arriving at
class, whole-group instruction, small-group activities, independent work, and end
of the class). After the written support plan is finalized, the facilitator should
condense the plan into a reference sheet to be used during class. Figure 1 provides
an example of a condensed reference sheet from Tuttle and Carter (2020). The
figure depicts a one-page document with two columns. One column lists different
instructional times and formats situated next to a second column listing
appropriate, corresponding instructional or social supports.
Implementing Peer Support Arrangements
After a support plan is developed, peer partners and students with VI are
seated together and encouraged to collaborate and support one another. Facilitators
should monitor the peer support arrangement while prompting and modeling
supports to promote collaboration among students. Supports may include
paraphrasing lectures, reading information off the board, clarifying instructions,
asking comprehension questions, modifying class materials, prompting assistive
technology use, and supporting participation in group activities. As students begin
to form a working relationship and confidence in the arrangement, adult support
can be faded. Moreover, monitoring of peer supports is ongoing, and peers should
