General Education Students' Perspectives on Their Involvement in a High School Peer Buddy Program

Abstract

We investigate perceptions of general education high school students (N = 115) who participated in a structured peer buddy service learning program designed to increase their social interactions with students with severe disabilities (e.g., multiple disabilities, mental retardation, physical disabilities). Similar to participants in previous investigations of social interaction efforts, participants reported having positive attitudes toward their peers with severe disabilities. They also indicated experiencing personal growth in areas consistent with articulated goals of the service learning movement (e.g., civic responsibility). In addition, participants reported engaging in activities related to both helping and befriending their special educations peers. Unlike in previous studies (e.g., Kishi & Meyer, 1994), participants did not indicate that serving in the dual role of helper and friend produced conflict or discomfort nor that serving as a helper impeded the development of friendships with their peers with severe disabilities. Participants' recommendations for improving the social interaction program provide guidance for future peer buddy service learning efforts.