Navigating Transitions: A Literature Review of the Multidimensional Outcomes of Peer Buddy Systems
Keywords:
Transition Education, Learners with Disabilities (LWDs), Learning Outcomes, IndependenceAbstract
This qualitative theoretical literature review investigates the role of peer buddy systems in enhancing transition education for learners with disabilities (LWDs). Framed by the mandates of the Individuals with Disabilities Education Act (IDEA) of 2004, the study examines how peer buddy systems, a component of transition plans, serve as a non-traditional teaching strategy to improve postsecondary outcomes in education, employment, and independent living. Through a synthesis of seven purposefully selected research articles, the review highlights that peer buddy systems significantly improve academic achievement, social-emotional skills, and community inclusion while reducing disability-related stigma. The paper identifies a critical gap in existing research regarding the long-term feasibility and demographic-specific effectiveness of these models. Ultimately, the study concludes that peer support is a vital element for the holistic development and successful transition of LWDs from high school to adult life.
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