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Peer tutors are also able to give more personal and specific attention to SMD students than a teacher necessarily can, as a result of classroom set up and conditions. Another effect of peer tutoring on the general educational experience of SMD students is also positive in terms of peer interaction, which these students seldom have the opportunity to engage in.
The author acknowledges several limitations at the end of her document. The first is the differentiation between instructional methods used by APE teachers and peer tutors. Klavina suggests that future studies use uniform instructional methods for both teacher directed instruction and peer tutoring, since the results may have been influenced by both instructional methods and the setup of teacher and peer tutoring. A second limitation is the individual characteristics of SMD students and their peer tutors, which might have influenced their interaction levels. The author therefore concludes that, while peer tutoring is a valuable asset in APE instruction, teacher supervision is required to create positive outcomes for all.
The implication of the study's findings...
Generally, I find myself inspired by the possibility that peer tutoring can be used to help SMD students, as well as those with other levels of disability, become part of the general society in school, even for a small part of their school day.
To conduct a future study in this field, I would probably start by conducting a study that includes students of various disability levels to compare how each category of student responds to peer tutoring. I do feel that peer tutoring has proved and will prove to be a valuable teaching tool.
Reference
Klavina, a. (2008). Using Peer-Mediated Instructions for Students with Severe and Multiple Disabilities in Inclusive Physical Education: A Multiple Case Study. European Journal of Adapted Physical Activity, Vol. 1, No. 2. Retrieved from: http://eujapa.upol.cz/index.php/EUJAPA/article/viewFile/9/8
Reference
Klavina, a. (2008). Using Peer-Mediated Instructions for Students with Severe and Multiple Disabilities in Inclusive Physical Education: A Multiple Case Study. European Journal of Adapted Physical Activity, Vol. 1, No. 2. Retrieved from: http://eujapa.upol.cz/index.php/EUJAPA/article/viewFile/9/8
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