Journal of the Effective Schools Project, Volume 7, 2001 Page: 18
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their "friends" are coming. The teacher has
also observed that the PPCD students per-
form their tasks longer and with more suc-
cess with their friends than when adults that
work with them.
The children's writings as well as the
teacher's observations are consistent with
the results of other peer tutoring projects
aimed at creating friendships and inclusive
school communities. Basically, this project
reinforces the notion that students with dis-
abilities can be integrated successfully into
the general population if the school climate
fosters acceptance, unity and support for
all learners. In addition, it is clear from
the student's writing that they felt they had
made an important contribution to their
partner's academic and social skill level.
Student support systems for inclusion not
only facilitate positive interactions between
students, but also, encourage teachers to
work together to create learning experi-
ences that meet the needs of individual stu-
dents. Lezotte (1991) stated that in the sec-
ond generation of correlates of effective
schools, instructional leadership will in-
clude students as leaders of instruction on
campus. The Mambrino "Our Friends"
project clearly uses students as instructional
personnel who tutor and care for their
younger peers. In addition, Lezotte (1991)
suggests that the second-generation schools
will emphasize the establishment of desir-
able behaviors not just remove undesirable
ones. Integration of special needs students
into the general population requires that
they have the behavioral skills to interact
successfully with their teachers and class-
mates and follow the general rules for be-
havior in the school. Having typical stu-
dents teach and model appropriate behav-
iors for their special needs peers has a much
more positive and powerful effect to change
behavior than teaching social and class-
room behavior skills out of context and in
isolation in the special education classroom
(Chandler, 1993).The effective schools structural belief is
that all children can and should have the
opportunity to learn. In addition, propo-
nents of the effective school literature stress
the school's responsibility to create a
learner-centered environment emphasizing
activities that support the success of indi-
vidual students. These activities can be in-
structional or non-instructional. The phrase
"success of individual students" suggests
that each student regardless of his/her learn-
ing ability or disability, ethnicity or gender
will be provided with an equal opportunity
to learn (Littleton, 1998). Inclusion of stu-
dents with disabilitites in the general cur-
riculum with the support scaffold they need
to be successful aligns perfectly with the
structural character of the effective schools
movement....second generation of corre-
lates of effective schools suggest
instructional leadership will
include students as leaders of
instruction on campus...
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Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 7, 2001, periodical, 2001; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201684/m1/20/: accessed May 6, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.