ASSESSMENT OF A PEER TUTORING PROGRAM FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION

Marins, Kéren-Hapuque Cabral de; Lourenço, Gerusa Ferreira

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BASIC EDUCATION, CULTURE, CURRICULUM • Cad. Pesqui. 51 • 2021 • https://doi.org/10.1590/198053147218 copy

ASSESSMENT OF A PEER TUTORING PROGRAM FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

The objective of this study was to propose a Peer Tutoring program, in an elementary school - final grades, and to verify its influence on the participation from the Target Audience of Special Education (TASE). A TASE student, three tutor students, a Portuguese Language teacher and a Math teacher were the participants. The data collection procedure involved five sessions of initial observation, thirty sessions of continuous observation, eight tutoring meetings and six initial and final interviews. The content analysis technique was used for data treatment. It was evident that the Peer Tutoring contributed to the inclusion of the student with intellectual disability, in terms of interactions and his ability to respond to the activities proposed in the classroom, which culminated in increasing his participation and academic and social improvements.

SPECIAL EDUCATION; INTELLECTUAL DISABILITY; PEER TUTORING; INCLUSION

STAGES	PROCEDURE	PARTICIPANTS	FOCUS OF THE OBSERVATIONS/INTERVIEWS
Stage I Program elaboration 1.Context 2. Objectives 3. Curriculum Area 4. Selection and formation of pairs 5. Structure and method of tutoring	Initial, systematic, structured and non-participant observation	SEN learner	Potentialities, personal characteristics, interaction with peers and participation in the activities proposed by the professors participating in the research.
		All students in the classroom	Class participation, interaction with peers, with the SEN learner and teachers for the selection of three tutors.
		Portuguese Language and Mathematics Teachers	Relationship with students and, in particular, with the SEN learner.
	Semi-structured initial interview	Tutee Students chosen as tutors	Perception about the space they occupy in the classroom. Perception about what was initially presented by the researcher regarding the program.
	Semi-structured initial interview	Teachers participating in the research	Perception about the participation of the student with ID in classes.
Stage II Program Implementation 6. Training of Tutors 7. Tutoring Sessions 8. Monitoring	1. Continuous, systematic, structured and non-participant observation 2. Tutoring Meetings	Tutors Tutees	Performance of dyads during the performance of activities in the classroom (Monitoring).
Stage III 9. Program Evaluation	Semi-structured final interview	Tutors Tutee Portuguese Language and Mathematics Teachers	Perception of the SEN learner participation after the implementation of the program.

CATEGORIES	ELABORATION
1 - Relation between tutee and tutors/ teachers.	The initial observation and the statements in the initial and final interviews were essential to carry out the comparison of the participants before and after the implementation of the program.
2 - Understanding about the PT program.	Elaborated based on the statements of tutors and teachers after training, which allowed the researcher to infer the understanding they had about the program and even return to points that were not well clarified at this point.
3 - Perceptions of tutors and teachers about the PT program. 4 - Perceptions about expectations regarding the PT program.	The statements of the tutors and teachers clearly presented what the various authors claim regarding the formation of dyads and the feeling of the participants regarding collaborating with the improvement of the student who needs help.
5 - Perceptions of tutors about the training process for the tutoring action.	Presented the importance of carrying out good training with the tutors so that the tutoring sessions are well executed.
6 - Perceptions of those involved about the participation of the tutee.	Data emerged that made it possible to assess the participation of the tutee before and after the implementation of the program.
7 - Duration of tutoring sessions. 8 - Difficulties in the tutoring action. 10 - Evaluation of the PT program after the end of the research in the perception of teachers and tutee.	Essential to establish the points that need to be better elaborated when implementing the Peer Tutoring strategy in a classroom.
9 - Self-assessment of the tutoring experience.	It was possible to infer the presence of what the literature presents regarding the satisfaction that students involved in the tutorial action feel when participating in a PT program.

Tutors’ answers	TUTORS
“I don’t have much of a friendship with him, but I know him well enough to help him.”	T1
“Good. We have no indifferences.”	T2
“It’s not a great friendship, but I know him to the point of knowing what I need in order to be his tutor.”	T3

Tutors’ answers	TUTORS
“It’s when two students study together, in classroom activities.”	T1
“It’s a moment when one student with more ability helps to improve another student´s learning.”	T2
“Peer tutoring can be interpreted and understood as a way to encourage the tutee to develop himself and for that there is a tutor who will help him.”	T3

Teachers’ answers	TUTORS
“I believe it is a very useful strategy for the teacher and also for students, both for tutors and students with some specific difficulty.”	PLT
“Certainly the investigation process will be beneficial both for the improvement of my practice and for the student’s learning.”	MT

Tutors’ answers	TUTORS
“I felt that I am an exemplary student, good to be a tutor.”	T1
“I thought it was cool, but at the same time, I don’t know if I’ll be able to take on all this responsibility.”	T2
“I felt happy to be able to help someone with my knowledge.”	T3

Teachers’ answers	TUTORS
“It’s great to be able to collaborate with initiatives that support those who need this most, especially students with a greater degree of difficulty, as often the teacher, for various reasons, is unable to pay more attention to them.”	PLT
“I feel very honored and grateful for the opportunity.”	MT

Tutors’ and teachers’ answers	PARTICIPANTS
““Because they [the tutors] is going to help me.”	Tutee
“That everything will be all right.”	T1
““It is going be difficult, hard and it will not be easy.”	T2
“I think it is going result in a great research.”	T3
“I hope that tutors can help to solve learning problems, help reduce the difficulties of peers and improve some friend relationships within the classroom.”	PLT
“I believe that studying will improve the quality of my classes.” “It can help students with disabilities and can also contribute to the classroom’s awareness of the topic and encourage them to live with diversity.”	MT
“It can be positive when a classmate manages to make the other understand certain contents that are not yet fully mastered, in addition to promoting closer ties between students through partnership. I believe the classes will become more interesting, they can be more dynamic.” “Using it [PT strategy] during classes will be very beneficial for everyone who participates in the classes, especially for the teacher, who will be able to count on extra help from the tutors.”	PLT

Tutors’ answers	TUTORS
“Quite a bit, but I don’t think it’s going to be that easy.”	T2
“Yes, but we will still have more meetings and I will also have the help of two more peers.”	T3

Tutors’ answers	TUTORS
“Yes. We will have to help the tutee in the activities, explain the subjects he did not understand in an easier way, so that he understands.”	T1
“The tutor must be patient during the time he is teaching the tutee, in our case, two months. Must not put pressure on the tutee, and even less feel bad if he can’t.”	T2
“I am aware of my activities, responsibilities. I will have to help the tutee by pausing, prompting and praising him.”	T3

Tutors’ answers	TUTORS
““To fit in and participate more in classes, improving his development.”	T1
“In school performance in every way: with friends and in class.”	T2
“It will help him to socialize, as he will be more encouraged and will not be shy about asking, which will help him with his doubts. That way he will be able to understand the subject. But, the most important thing is that the tutee will be more focused.”	T3

Tutors’ and teachers’ answers	PARTICIPANTS
“He’s very quiet, doesn’t fit in very much with the others and doesn’t participate in classes.”	T1
“Slow, very quiet. He has difficulties and doesn’t express himself much in class.”	T2
“Not very good. He’s ashamed of himself and he’s also distracted and that doesn’t do him any good.”	T3
“The student has very little interaction during classes. He talks to some peers too, but not all of them, as he’s a little aloof. He contacts the teacher only to ask to go to the bathroom or go and drink water. When answering the attendance checklist, he usually forgets and some peers have to remind him of this detail. He has a lot of difficulty in everyday tasks, he doesn’t ask when he has any questions. At times, he seems to be feeling sick, sometimes he cries.”	PLT
“He is apathetic. He always carries out activities with the help of a peer. He does not participate by giving his opinion or answering any questions.”	MT

Tutors’ answers	TUTORS
“At first he didn’t show interest. He even thought about giving up, but now he’s even participating more in classes.”	T1
“I was honest with him. Always speaking the truth, that’s how we got closer.”	T2
“He is much more confident about talking to me now than he was in the beginning and we ended up becoming friends.”	T3

Tutors’ and teachers’ answers	PARTICIPANTS
“I know I helped him a lot. He really needed it. At least he received a little more knowledge and also became more confident. He’s even talking too much.”	T1
“I feel fulfilled, but next year I intend not to participate in this program anymore, because if he doesn’t improve, I wouldn’t be happy, as I would find myself unable to help someone. And it was also good because we became friends.”	T2
“Very happy to know that the little intelligence I have I can develop it more by helping him. I feel like everything is in place. Duty accomplished. Besides having befriended him. He’s even talking in class, which he didn’t do before. So I think I helped with everything, right?”	T3
Tutors’ and teachers’ answers	PARTICIPANTS
“Yes, as much as I could, in relation to what he was able to do, he improved. It is interesting to note that the tutee was somewhat dependent on the tutors and did not do anything without them.” “In the sense of feeling like a person, receiving attention from peers and being able to occupy more space in the classroom. The student with ID was noticed more and they wanted to help him.” “The student continued to interact very little with the teacher, but with some peers, including non-tutors, he even started to debate in some cases.”	PLT
“As said earlier, the student is much more confident and participatory.” “The student is more relaxed, participates more in different activities, asks more and has developed a better logical reasoning.”	MT

Tutors’ answers	PARTICIPANTS
“Yes. Although it’s a lot tiring, but I know I’m helping someone in need.”	T1
“Yes, but it’s very tiring. Next time, I might get a reward for my effort. A toast, anything (laughter).”	T2
“Yes and no. I really want to prioritize myself now and I know that it won’t be easy with him.”	T3

Tutors’ and teachers’ answers	PARTICIPANTS
“Yes. I think it was.”	T1
“No, because he didn't learn enough, especially in Portuguese, which hasn't evolved much.”	T2
“Yes. More has happened than I expected and I feel that if I keep helping him he will improve even more.”	T3
“Depending on the activity performed, it was sufficient, as the tutors helped the peer a lot.”	PLT
“Yes.”	MT

Tutors’ answers	TUTORS
“For me it was very good because I know that I helped someone and also improved in my learning.” “I can’t say for sure, but it was a very important experience for my growth.”	T1
“Difficult, but a lot of it felt good to be helping the tutee and I also ended up helping myself.” “I don’t know how to answer very well because it was a mixture of a lot. I can only say that it was really cool.”	T2
“It was great and bad at the same time. Bad when I saw what he couldn’t do. I felt bad, but I never thought about giving up.” “What I liked the most was being praised by the tutee and the teachers. It was a recognition.”	T3

Tutors’ answers	TUTORS
“I think this experience was good even for me, because I improved in my learning and helped mainly in the tutee’s learning.” “I felt important, I felt happy helping someone in need.”	T1
“I think this sentence says everything about tutoring, not just for school, but for life. I learned more by teaching a tutee.” “I thought it was bad being a teacher because a teacher suffers to try to make students learn. But on the other hand I helped myself by helping the tutee and I felt like an important person.”	T2
“I think it makes a lot of sense because, when you want to teach, you dedicate your best effort not to teach anything wrong and try to teach in the best way to resolve it. Thus, helping the tutee, the tutor helps himself.” “Cheered up! Each day I wanted to teach him something he would use to solve questions or read. I wanted to help him in some way.”	T3

Tutors’ answers	TUTORS
““Just the fact that he didn’t know how to read got in the way a little.”	T1
“Having to keep spelling, repeating again and again and not knowing how to teach issues I didn’t know myself.”	T2
“Having to prioritize him and forget about me for a while.”	T3

Teachers’ answers	TEACHERS
“For the tutors it was an excellent moment to demonstrate collegiality; for the tutee, it was the opportunity to see themselves as a person, to be remembered and helped by others.”	PLT
“The tutee is much more confident, participative and happy. It was also a rewarding experience for the tutors for having the opportunity to learn and live with diversity.”	MT

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[1] TRANSLATED BY Janete Bridon and Louise Potter^III