Effectiveness of peer support in enhancing interpersonal skills among learners with special needs: a case study of a selected combined school Ndola district of Zambia.

The purpose of this study is to examine the effectiveness of positive peer support to
increase social interaction of students with special needs. This study followed a teacher
action research design with data collected on two groups of students with special
education need in two different categories of school learning sessions within the same
school. The participants included two groups of eight and seven special education
students, and two groups of eight and seven typically developing peer supporters and the
a special education teacher. Observations and a questionnaire were used to collect and
analyze data. The results indicated that special needs students benefit from having peer
support from peers to help increase social interaction. Both groups of student’s progress
supported the evidence stated in previous research stating that peer support would
increase positive social interactions. One recommendation is for schools to create and
implement programs that support the increase of social skills for students with special
needs.