When secondary schools are committed to inclusion, everybody wins—schools make progress toward IDEA and NCLB requirements, and students with and without disabilities enjoy higher academic achievement and new friendships. A good peer buddy program can play an invaluable role in making inclusion happen, and this guidebook shows educators exactly why and how.

Carolyn Hughes and Erik Carter, highly respected experts well-known for their work with peer buddy programs, give schools all the step-by-step guidance they need to get a program started and keep it going. Educators will discover how to

• establish a peer buddy program and spark student interest


• clarify the roles and responsibilities of everyone involved—teachers, counselors, administrators, parents, and students


• create successful peer-buddy matches using students' strengths, needs, and common interests


• develop smooth procedures for day-to-day program implementation


• guide peer buddies in providing appropriate, effective academic support


• promote inclusion in social arenas such as school clubs and the lunchroom


• assess and expand the program, incorporating participant feedback

To help with every phase of program implementation, readers will also get a wealth of practical, research-based materials: extensive case examples, program checklists, suggested classroom adaptations, sample forms such as peer buddy applications and evaluation tools, and learning activities school staff can use to brainstorm and solve problems.

With the proven program model in this one-of-a-kind guide, educators will transform secondary schools into caring and compassionate communities where all students help each other learn.

SECTION 1: "He's My Best Friend!"
Why Start a Service–Learning Peer Buddy Program?

Chapter 1: Benefits of Inclusion of All Students

The Importance of Inclusion and Student Interaction
Legislative and Policy Initiatives Supporting Inclusion
Philosophical Support for Inclusion
Research Basis for Inclusion
Challenges to Secondary School Inclusion
Overview of the Service–Learning Movement
What Is a Service–Learning Peer Buddy Program?

Chapter 2: What Does a Peer Buddy Program Look Like?

Case Example: The Metropolitcan Nashville Peer Buddy Program
Program Variations
How to Use the Rest of this Book

SECTION 2: "How Do I Start?"
Setting Up a Peer Buddy Program

Chapter 3: Laying the Groundwork

Importance of Establishing a Base of Support
Developing a Credit Service–Learning Course
Form: Figure 3.1

Chapter 4: Recruiting Participants

Encouraging Student Participation
Ways to Recruit Peer Buddies
Strategies for Screening Students
Strategies for Matching Students
Forms: Figures 4.1 and 4.2

Chapter 5: Developing Procedures and Communicating Expectations

Developing Program Implementation Procedures
Communicating Expectations to Peer Buddies Through Orientation Sessions
Compiling Peer Buddy Handbooks
Forms: Figures 5.2, 5.3, and 5.5

SECTION 3: "How Do I Keep It Going?"
Administering a Peer Buddy Program

Chapter 6: Supporting Peer Buddy Participants

Addressing Peer Buddy Support Needs
Communicating with Peer Buddies
Helping Peer Buddies Assist Students with Disabilities
Communicating with and Supporting School Staff
Showing Appreciation to Peer Buddy Program Participants
Forms: Figures 6.1, 6.2, 6.3, 6.4, and 6.5

Chapter 7: Implementing Peer Buddy Programs Inside and Outside the Classroom

Including Students in General Education Classrooms
Including Students in Noninstructional School, Extracurricular, and After-School Activities
Including Students in Community-Based Instruction
Helping Students Make the Transition from Special to General Education Classrooms
Form: Figure 7.1

Chapter 8: Evaluating, Sustaining, and Expanding a Peer Buddy Program

Evaluating Peer Buddy Programs and Incorporating Participant Feedback
Working with Advisory Boards to Sustain Programs
Expanding a Peer Buddy Program
Forms: Figures 8.1, 8.2, 8.3, and 8.5

Appendix: Resources
Index