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The Peer Buddy
Program
APPLICATION
FOR APPROVAL OF SPECIAL COURSES
Describe
briefly the nature of the course
This
course is designed to teach high school students sufficient knowledge
and skills to enable them to serve as peer tutors for students with
disabilities who are integrated into their schools. The curriculum will
focus on the following areas: Normalization, exceptionalities
technology, curriculum, instructional techniques, behavior management,
and biography/autobiography.
Schools
to offer course/program:
Teacher(s)
who will conduct course/program:
(Show
areas of endorsement)
Total
number of hours of instruction:
90/semester,
180/year
Area
of curriculum in which credit is to awarded:
(Example:
Language Arts, Mathematics, Social Studies)
Social
Studies-- an elective
Pre-requisites:
Recommendation
by Guidance Counselor
Teacher
Interview
Total
units of credit available through course/program:
1/2
to 2 full credits
Can
course be conducted as one of the total number of units required by the
State Board of Education for graduation?
No
Total
units of credit required by system for graduation:
22
credits
Anticipated
enrollment in course or program:
5
- 15 per site
Grade
levels eligible:
10th
to 12th grade
workout for the abs, etc.
Justification
for course/program (reason for including this course in the school
program): Students will acquire a wide variety of general teaching
skills that will encourage them to be effective change agents: both as
peers and as parents, human service providers and leaders in the future.
Students will learn the characteristics of individuals with disabilities
and develop skills necessary to interact with them in mutually
reinforcing ways. Students will therefore, have the opportunity to
acquire the orientation and skills they need to participate in a
community where people with considerable diversity live and work.
Tennessee
Goals of Education to which course/program relates (see Rules,
Regulations, and Minimum Standards):
(1)
Have competence in the fundamentals of learning and communication.
(2)
Have sufficient information to realize his/her life goals.
(3)
Know and practice the basic requirement of responsible citizenship.
(4)
Know the principles, habits, and attitudes conducive to good physical
and mental health.
(5)
Establish and maintain satisfactory relationships with other persons.
(6)
Acquire career information and economic competence.
Goals
of course/program (what teacher hopes to accomplish):
(1)
To enhance the participation of students without disabilities with
students with disabilities as peer tutors, friends, and good citizens.
(2)
To diminish the prejudice attitudes that students without disabilities
have regarding their peers who have disabilities.
(3)
To arrange daily experiences for students without disabilities to
interact with students who have disabilities.
Terminal
objectives (major units of instruction) or course/program (If offered at
more than one school, content must be consistent):
(1)
Teach non-disabled students how to interact appropriately with peers who
are disabled.
(2)
Teach students that school and community should be barrier free
environment for all students.
(3)
Teach students to define and understand various types of disabilities
and how these disabilities effect people.
(4)
Encourage students to develop positive and nonprejudiced attitudes
toward peers with disabilities.
(5)
Instruct students that peers with disabilities can be and will be useful
in adult life as contributing members and participants in the community.
(6)
Provide students with different perspectives of working with students
with disabilities by having tutors to read materials written by
individuals with disabilities and their family members.
(7)
Provide students with daily experiences to interact with peers who have
disabilities.
Text
and/or supplementary materials to be used:
Peer
Tutoring: A Comprehensive Course for High School Peer Tutors. Edited
by Deborah J. Moskowitz.
Methods
and Activities:
(1)
Student will participate in group and individual discussion seminars
with assigned teacher.
(2)
Students will participate in school activities or field-based training
opportunities with peers with disabilities one period each day.
(3)
Students will complete weekly reading and homework assignments.
(4)
Students will maintain a diary or log of their experiences with their
disabled peers.
(5)
Students will complete one after-school project per semester.
Facilities
available for course/program:
All
school facilities will be available. Required and supplemental reading
materials will be housed in the school library. Field-based training may
be conducted in actual community settings.
Procedure
for evaluating student progress and course/program:
(1)
Information from assignments and lectures will be assessed by written
and verbal tests.
(2)
Field-based experiences will be assessed on the basis of correct
application of curriculum content.
(3)
Pre- and post-test such as Myth:
Facts about Disabilities will be administered to students to
determine if they have learned factual information regarding the
characteristics of individuals with disabilities.
(4)
Parents of students participating in the course as well as the parents
of disabled students will be asked to complete a questionnaire regarding
school success and observed attitude changes.
(5)
Students will give a written evaluation of the course and teacher.
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