Peer Modeling vs. Teacher Modeling for the Inclusive Preschool Classroom

The purpose of this research was to examine the effects of peer modeling versus teacher modeling for students with special needs within the inclusive preschool setting. Data was collected for three different developmental areas for students with special needs: social emotional, language, and cognitive abilities. The data gathered determined that both peer modeling and teacher modeling are effective teaching strategies for students with special needs, but it is unclear whether one strategy is more efficient than the other is. Preschool is the foundation for a child\u27s education and teachers need research-based strategies to implement quality instruction for students with special needs. Therefore, teachers need to fully delve into each child\u27s ability levels and implement the modeling approach that would best fit the children\u27s needs within their current classroom