The effects of peer assisted teaching in physical education and sports lessons on students with mild intellectual disabilities and their peers

In this study, the aim was to investigate the effects of peer-assisted teaching in physical education and sports classes on students with mild intellectual disabilities and their peers. The research employed a qualitative research design known as phenomenology. The sample of the study consisted of a total of 12 individuals, including students with mild intellectual disabilities receiving inclusive education in middle schools (n= 4, aged 10-15), peer students (n= 4, aged 10-14), and physical education and sport teachers conducting their classes (n= 4, aged 32-46). Data were collected using a socio-demographic characteristics-descriptive information form developed by the researcher, a semi-structured interview form, and field notes. Content analysis was utilized for data analysis. The findings indicate that the 8-week peer-assisted instruction in physical education classes supports the development areas of students with intellectual disabilities such as motor skills, communication, and collaboration. Additionally, the implemented intervention led to an increase in social acceptance levels among students providing peer support. Physical education and sport teachers also experienced an increase in their skills and awareness levels in implementing peer-assisted instruction, contributing positively to their professional competencies. According to the research results, it can be concluded that peer-assisted instruction has positive effects on all participants. Key Words: Intellectual Disability, Peer-supported Education, Physical Education, Skill.