Adaptive Peer Tutoring: Enhancing Engagement and Independence of Students with Mild Intellectual Disabilities in Inclusive Classrooms

Abstract

This study adopted a descriptive qualitative design and involved one classroom teacher, two regular students acting as peer tutors, and two students with mild intellectual disabilities as tutees. Participants were chosen through purposive sampling to ensure they matched the needs of the study. Data were obtained through classroom observations, semi-structured interviews, and documentation. The collected data were then processed using the Miles and Huberman analysis model, which consists of data reduction, data presentation, and drawing conclusions. The results indicate that adaptive peer tutoring produced notable improvements in all examined areas. Learning engagement increased by 65%, student independence rose by 63%, and social interaction improved by 70%. These changes occurred because tutors were able to adjust their communication style, use concrete learning tools, and consistently deliver positive feedback. Throughout the process, the teacher played an essential role as a facilitator, guiding and monitoring the interaction between tutors and tutees to ensure the learning support was effective. In addition to benefiting students with intellectual disabilities, the activity also helped regular students develop stronger empathy, concern, and inclusive attitudes toward their peers with special needs. Overall, adaptive peer tutoring strengthened both academic and social development while fostering a more inclusive and responsive classroom environment.