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dc.contributor.authorHume, Abbey
dc.date.accessioned2021-09-07T20:37:44Z
dc.date.available2021-09-07T20:37:44Z
dc.date.issued12/1/2019
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4058
dc.description.abstractThe purpose of this synthesis was to examine the existing scholarly knowledge regarding impact of peer tutoring programs on students with disabilities and typically developing students in physical education. Previous research identified several factors that contributed to the benefits and barriers of peer tutoring programs in physical education. Studies reviewed within the critical mass had common themes such as increase in socialization among students, engagement in activities, and improvement of skills. Common barriers that were discovered included, time consuming program, non-trained peer tutors, and peer tutors not participating in activities. Peer tutoring is an instructional strategy that is thought to be difficult to implement, however the benefits outweigh the barriers. Although, previous research notes peer tutoring program being effective and impactful on both students with and without disabilities in physical education, further research is necessary. Further research should study the effects of removing paraeducator proximity while implementing peer tutoring programs.
dc.language.isoen_US
dc.subjectPeer Tutoring
dc.subjectPhysical Education
dc.subjectStudents With Disabilities
dc.subjectTypically Developing Students
dc.titleThe Effects of Peer Tutoring on School-Aged Students with Moderate to Severe Disabilities in Physical Education
dc.typearticle
refterms.dateFOA2021-09-07T20:37:44Z
dc.description.institutionSUNY Brockport
dc.description.departmentKinesiology, Sport Studies and Physical Education
dc.description.degreelevelMSEd in Physical Education
dc.source.statuspublished
dc.description.publicationtitleKinesiology, Sport Studies, and Physical Education Synthesis Projects


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