Group Therapy and Structured Peer Interactions of Visually lin paired, Multi-Handicapped Students
Through ethnographic research at a school for visually impaired, multi-handicapped students. I focused on group therapy and peer interaction. Would group therapy and structured peer interaction be beneficial to the treatment plans of students whose con1munication abilities are impaired? What forms of group therapy and structured peer interaction are currently utilized? Where do group therapy and structured peer interaction fit into the current programming? What are the advantages of group therapy and structured peer interaction? What changes might be made to existing group therapy and structured peer interaction to maximize benefits for the students? First, a review of current literature provides background on the subject by discussing previous experiments and studies whose subjects belonged to related or otherwise relevant populations. such as older cognitively in1paired or autistic populations. This section also gives background to the specific patterns of social and behavioral differences experiences by individuals who have been diagnosed with certain disorders relevant to the ethnographic data. An ethnographic review gives examples of interactions that provide information in response to the aforementioned questions. The current School program is scrutinized in search of more efficient or appropriate ways it might use group therapy. Then Discussion poses possible problems and solutions.