GEMS-Based Peer Tutoring for Students with Disabilities
Uluslararası Dil Çalışmalarında Yeni Yönelimler Sempozyumu 2, Ankara, Türkiye, 11 - 12 Ekim 2024, ss.5, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: Ankara
- Basıldığı Ülke: Türkiye
- Sayfa Sayıları: ss.5
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Ankara Yıldırım Beyazıt Üniversitesi Adresli: Evet
Özet
Abstract This study explores the development of a peer tutoring system aligned with the GEMS framework (Growth, Effectiveness, Membership, Synchrony) to support students with disabilities (e.g., visual impairment), a service offered at the Learning and Teaching Center in an English-medium university. Focusing on the roles of program coordinator, lead peer tutor, peer tutors, and peer tutee, the research outlines the process of system development and implementation. By analyzing a case study of a visually impaired student, the study aims to derive guidelines for fostering holistic student support. The expected outcomes include a practical framework for enhancing academic performance, social-emotional growth, cognitive development, and overall academic adaptation among students with disabilities. It emphasizes growth through individualized support, effectiveness in achieving learning outcomes, membership through a sense of belonging and collaboration, and synchrony between the needs of students and the system's structure. Keywords: Peer tutoring guidelines, students with disabilities, GEMS framework, higher education, language schools
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