Rola rówieśniczego tutoringu w rozwijaniu umiejętności komunikacyjnych dzieci przedszkolnych z niepełnosprawnościami

This article provides an overview of two approaches to peer-mediated intervention that have been effective in improving the social and communicative interactions among preschool children with developmental disabilities and their classmates without disabilities. These peer-mediated interventions involve teaching facilitative initiation and responsive interaction strategies to peers and teaching sociodramatic scripts. The studies presented in this paper prove that thanks to relationships with properly trained peers disabled children more often get involved in team games, more often establish interactions with their peers, are more eager to talk to them and less often exhibit socially unacceptable behaviors.