Republic of the Philippines

Baao Community College

COLLEGE OF TEACHER EDUCATION
San Juan, Baao, Camarines Sur

Name: Christian Paul G. Sales

Year and Section: BSE 1F
Prof. Ed_Research

STRATEGY: PEER SUPPORT AND PEER-MEDIATED INTERVENTIONS

TARGET LEARNERS: Learners with Communication Disorders

DESCRIPTION: Peer support involves pairing students with communication disorders

with their peers who provide assistance, encouragement, and modeling of
communication skills. This support can range from helping with understanding
instructions to engaging in social interactions during group activities. Peer-mediated
interventions go a step further by teaching peers strategies to support the
communication of their classmates. Peers learn how to facilitate communication,
provide prompts, reinforce communication attempts, and create opportunities for their
classmates to engage in meaningful interactions.

PURPOSE:
1. Promoting Social Inclusion: By involving peers in supporting students with
communication disorders, these interventions aim to create a sense of belonging
and acceptance within the classroom community. Peers learn to interact with and
appreciate individuals with diverse communication abilities, fostering a culture of
inclusivity and respect.

2. Enhancing Communication Skills: Peer support and peer-mediated

interventions provide students with communication disorders with opportunities to
practice and improve their communication skills in authentic social contexts.
Through interactions with their peers, students can develop their expressive and
receptive language abilities, learn social cues, and build confidence in their
communication abilities.

3. Building Peer Relationships: These interventions facilitate positive peer

relationships and friendships between students with communication disorders
and their peers. By working together and supporting each other in various
classroom activities, students form meaningful connections that extend beyond
academic settings.

4. Increasing Independence: Peer support and peer-mediated interventions

empower students with communication disorders to become more independent
communicators. As they receive support and encouragement from their peers,
students gain confidence in expressing themselves and advocating for their
needs, ultimately leading to greater independence in communication and social
interactions.

5. Creating a Supportive Classroom Environment: By fostering a culture of peer

support and collaboration, inclusive classrooms become supportive environments
where all students feel valued and accepted. Peers learn to appreciate each
other's strengths and differences, contributing to a positive and inclusive
classroom climate.

PROCEDURES:
1. Identifying Peer Supporters: Teachers can identify peers who are empathetic,
patient, and willing to support their classmates with communication disorders.
These peers should receive training and guidance on how to effectively support
their classmates' communication needs.
 Republic of the Philippines
Baao Community College
COLLEGE OF TEACHER EDUCATION
San Juan, Baao, Camarines Sur

2. Training Peer Supporters: Peer supporters receive training on various

communication strategies and techniques, including using visual supports,
providing prompts, and using simplified language. They also learn about the
specific communication challenges faced by their classmates and how to
respond sensitively and inclusively.

3. Creating Opportunities for Peer Interaction: Teachers facilitate structured

opportunities for peer interaction and collaboration within the classroom. This
may involve pairing students with communication disorders with their peer
supporters during group activities, class discussions, or collaborative projects.

4. Modeling and Reinforcement: Teachers model effective communication

strategies for both the student with the communication disorder and their peer
supporters. They provide feedback and reinforcement to peer supporters to
encourage positive interactions and support.

5. Encouraging Natural Communication: Peer-mediated interventions aim to

create natural opportunities for communication between students with
communication disorders and their peers. Teachers design activities and tasks
that require collaboration and communication, allowing students to practice their
skills in real-life situations.

6. Monitoring and Adjusting: Teachers monitor the effectiveness of peer support

and peer-mediated interventions, making adjustments as needed based on the
progress and feedback from students and peer supporters. This may involve
providing additional training or support to peer supporters or modifying classroom
activities to better facilitate communication.

By implementing peer support and peer-mediated interventions, inclusive classrooms

can become environments where all students feel supported, valued, and empowered
to communicate and interact with their peers effectively.