Peer-Mediated Programs Amidst a Pandemic: Perspectives on Implementation, Impact, and Future Considerations

Author:

Pulido Stephanie1,Matthews Amy1,Owen-DeSchryver Jamie1,Harr-Smith Lindsey1,Carter Erik W.1

Affiliation:

1. Stephanie Pulido, Amy Matthews, and Jamie Owen-DeSchryver, Grand Valley State University, Lindsey Harr-Smith, Livingston Educational Service Agency, and Erik W. Carter, Baylor University

Abstract

Abstract Schoolwide peer-mediated programs have long been advocated as an avenue for promoting inclusion, friendship, and learning for students with autism and other developmental disabilities. Such interactive programs faced complexities amid the COVID-19 pandemic. We surveyed representatives of 91 elementary and secondary schools implementing a peer-mediated program called Peer to Peer (Ziegler et al., 2020). Participants described how the pandemic impacted program involvement, implementation, and inclusion across two school years. In open-ended questions, participants described program adaptations and how the pandemic deepened their commitment to inclusion. We discuss implications for research and practice aimed at strengthening peer-mediated programs to advance inclusion and belonging within—and after—a global pandemic.

Publisher

American Association on Intellectual and Developmental Disabilities (AAIDD)

Reference20 articles.

1. School reopening during COVID-19 pandemic: Considering students with disabilities;Brandenburg,;Journal of Pediatric Rehabilitation Medicine,(2020)

2. Using thematic analysis in psychology;Braun,;Qualitative Research in Psychology,(2006)

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