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A multi-element cross-age tutoring program is described and program evaluation results are reported. The program was designed by the author and implemented in numerous public school settings. It involved handicapped adolescents as tutors of elementary school handicapped children. Tutoring was provided twice a week, over a 10 week period, in areas of reading, language arts, and mathematics. Training, planning, and support were provided to the tutors by school specialists (e.g., counselor, psychologist) and special education teachers. Program evaluation results suggest that the various elements of the program can be readily implemented in public school districts, and that the program is effective in enhancing scholastic performance, both of tutors and tutees.
Charles A. Maher (Sat,) studied this question.