Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Patricia Massengale

Second Advisor

DeeDee Washington

Third Advisor

Kyle Shugart

Abstract

The aim of this study is to explore the impact on general education students’ perceptions of their classmates with special needs after participating in a buddy club. By fostering peer interactions in structured, inclusive settings, the buddy club creates opportunities for students to interact and better understand the experiences of their peers with special needs. There is a lack of research regarding the positive or negative impact of partnering elementary-aged general education students with their special needs peers. Therefore, this study is framed by the following research questions: (1) What are general education students’ perceptions towards their classmates with special needs? (2) How do general education students’ perceptions change after the implementation of a buddy club? To address these questions, a qualitative approach was used, where elementary students were given a set of interview questions prior to starting a buddy club and after 8 weeks of participating in the club. General education students were given the same set of questions before and after the intervention period to best assess how their perceptions of their peers with special needs have changed over time. Specifically, students reported greater empathy, understanding, and a more inclusive attitude following their participation in the program. The findings of this study suggest that participation in the buddy club significantly improved general education students' perceptions of their peers with special needs.

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