Wiley, British Journal of Learning Disabilities, 3(22), p. 109-112, 1994
DOI: 10.1111/j.1468-3156.1994.tb00129.x
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This paper describes a collaborative project designed to promote integration, operated between one class in a special school for children with severe learning difficulties and many children in a mainstream primary school, involving, on both sites, structured cross-school, cross-ability reciprocal peer tutoring in Makaton and mathematics. Evaluation in cognitive, social and affective domains was carried out employing naturalistic observation.