Classwide Peer Tutoring: Teaching Students with Mild Mental Retardation in Inclusive Classrooms

Abstract

This study investigated the academic effects of classwide peer tutoring (CWPT) for students with mild mental retardation (MMR) and their typical peers in inclusive classroom settings. Four students with MMR were integrated in two, general education elementary classrooms during spelling instruction. Dependent measures included performance on weekly tests and direct observations of academic engagement. The results demonstrated increased spelling accuracy and increased levels of engagement for students with MMR and their typical peers during CWPT when compared to traditional teacher-led instruction, suggesting that CWPT is an effective instructional strategy for improving their spelling performance.