Voices from the Field: Psychologists’ and Teachers’ Views on Peer Tutoring for Students with Specific Learning Disabilities in Special Education

Abstract

This descriptive study explored the perceptions of psychologists and special education teachers regarding the use of peer tutoring interventions to support students with Specific Learning Disabilities (SLD) in special education schools across Punjab, Pakistan. The study aimed to identify effective peer tutoring strategies and examine whether opinions varied by demographic characteristics such as gender, qualification, experience, and work area. Using a self-developed and validated questionnaire (Cronbach’s α = .95), data were collected from 136 respondents selected through random sampling. Descriptive and inferential statistics (t-tests and ANOVA) were employed for analysis using SPSS 27. Results indicated strong agreement among respondents that peer tutoring can effectively enhance learning, motivation, and emotional resilience in students with SLD. Teachers endorsed strategies such as play-based learning, storytelling, co-curricular activities, and self-reflection opportunities as key components of peer tutoring. No significant differences were found by gender, experience or designation. The study highlights peer tutoring as a promising, low-cost, and inclusive strategy to strengthen academic and social development among students with SLD. Recommendations include professional training for teachers in peer-assisted learning methods and policy-level integration of peer tutoring within special education curricula.