Classwide peer tutoring: Teaching students with mild mental retardation ininclusive classrooms

This study investigated the academic effects of classwide peer tutoring (CW PT) for students with mild mental retardation (MMR) non their typical peers in inclusive classroom settings. Four students with MMR were integrated in two, general education elementary classrooms during spelling instruction. Dependent measures included performance on weekly tests and direct observat ions of academic engagement. The results demonstrated increased spelling ac curacy and increased levels of engagement for students with MMR and their t ypical peers during CWPT when compared to traditional teacher-led instructi on, suggesting that CWPT is an effective instructional strategy for improvi ng their spelling performance.