Abstract
Most special education tutoring research has focused on the academic benefits which come to handicapped students who are tutored by regular class students. Seldom have researchers measured the effects of tutoring on handicapped students’ social interaction with their peers. Using direct observation of free-play interaction, this study measured the amount of social acceptance experienced by 4th through 6th-grade mentally retarded students who acted as tutors of their regular class peers. Results showed that tutors interacted with regular class peers more often than handicapped students who did not tutor and suggest that handicapped students would make more personal / social progress if they were to spend some regularly scheduled time tutoring other students from the regular classroom.
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