Teaching elementary spelling to a retarded resident by another resident

Area of Science:

• Psychology
• Special Education
• Developmental Disabilities

Background:

• Peer-to-peer learning models are increasingly explored in educational psychology.
• Intellectual disability presents unique challenges in skill acquisition and requires tailored instructional strategies.

Purpose of the Study:

• To document a novel case of reciprocal learning within a residential setting for individuals with intellectual disability.
• To assess the efficacy of a trained peer as an instructor for foundational literacy skills.

Main Methods:

• A case study design was employed, focusing on two individuals with intellectual disability in a residential care environment.
• The teaching individual received specific training in graduated physical and verbal prompting techniques.
• Instruction focused on teaching the alphabet, printing, and spelling of 50 common words over an 8-week period.

Main Results:

• The student demonstrated complete mastery of the alphabet.
• The student successfully learned to spell and read 50 words.
• The intervention highlights the potential of peer-led instruction in improving literacy outcomes.

Conclusions:

• This case report suggests that individuals with intellectual disability can effectively serve as instructors for their peers.
• Graduated prompting is a viable strategy for teaching foundational literacy skills to individuals with intellectual disability.
• Peer-teaching models may offer a valuable, person-centered approach in residential settings for individuals with intellectual disabilities.