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dc.contributor.authorNewa, Nyendwa Margaret Mwila
dc.date.accessioned2022-06-22T08:24:31Z
dc.date.available2022-06-22T08:24:31Z
dc.date.issued2022-06-17
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/7439
dc.descriptionThesisen
dc.description.abstractThe purpose of this study is to examine the effectiveness of positive peer support to increase social interaction of students with special needs. This study followed a teacher action research design with data collected on two groups of students with special education need in two different categories of school learning sessions within the same school. The participants included two groups of eight and seven special education students, and two groups of eight and seven typically developing peer supporters and the a special education teacher. Observations and a questionnaire were used to collect and analyze data. The results indicated that special needs students benefit from having peer support from peers to help increase social interaction. Both groups of student’s progress supported the evidence stated in previous research stating that peer support would increase positive social interactions. One recommendation is for schools to create and implement programs that support the increase of social skills for students with special needs.en
dc.description.sponsorshipThe University of Zambiaen
dc.language.isoenen
dc.publisherThe University of Zambiaen
dc.subjectSpecial education--Needs.en
dc.subjectChildren with disabilities--Zambia--Education.en
dc.subjectStudents with special needs--Social skills.en
dc.titleEffectiveness of peer support in enhancing interpersonal skills among learners with special needs: a case study of a selected combined school Ndola district of Zambia.en
dc.typeThesisen


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