WHAT IS PEER TEACHING & LEARNING (PTL)?

Peer Teaching & Learning supports a network of 12 campuses in New England, USA – 10 physical sites in Vermont, one in western New Hampshire, and one virtual campus – providing participant-led and participant-centered advanced learning opportunities for adults who experience developmental and intellectual disabilities and autism.

WHAT IS PEER TEACHING & LEARNING’S FUNDAMENTAL PHILOSOPHY?

We believe everyone has knowledge to share and the ability to teach others.  We know that advanced learning is an empowering process that builds connection, friendship, and self-esteem and broadens opportunity. We challenge and eliminate traditional stereotypes that adults who experience disability are unable and lesser than “normal” adults. Celebrating ability, we strive to reorient the experience of disability towards a more positive and unique life experience with the pursuit of lifelong learning as a noble goal.

WHO DOES PEER TEACHING & LEARNING SERVE?

Peer Teaching & Learning serves adults with developmental and intellectual disabilities and autism, ages 17 – 70+. Participants are the creators, owners, and stewards of their educational experiences. Secondarily, we serve society at large with its paradigm shift away from historically negative perceptions about persons with disabilities.

ARE PEER TEACHING & LEARNING PARTICIPANTS “DISABLED?”

People-first language is the most widely accepted language for referring to persons with disabilities. It is also the language used in the UN Convention on the Rights of Persons with Disabilities. The use of language and words describing people with disabilities has changed over time. The Disability Rights Movement advocates for positive changes in society. It’s important that people are aware of the meaning behind the words they use when talking to, referring to, or working with the Disability Community. Disrespectful language can make people feel excluded and can be a barrier to full participation. “Persons with disabilities” is an example of people-first language that should be used.

IS IT OK TO USE THE TERM “DIFFERENTLY-ABLED”?

In referring to people with disabilities, it is preferable to use language that focuses on their abilities rather than their disabilities. Therefore, the use of the terms "handicapped," "able-bodied," "physically challenged," and "differently abled" is discouraged. 

WHY IS THE PEER TEACHING & LEARNING POPULATION CALLED “PARTICIPANTS?”

Many service programs call their participants “clients,” implying a program is there to “fix” them. We use the term “participants,” a term that reflects honoring wherever a participant is in their personal development and engagement. Participants participate fully in their personal growth through developing curriculum, programming, teaching, community service, and more.

HOW IS PEER TEACHING & LEARNING’S EDUCATIONAL APPROACH UNIQUELY DIFFERENT FROM MOST PROGRAMS AND OPPORTUNITIES FOR PEOPLE WHO EXPERIENCE DISABILITY?

Our educational model and approach feature “participants-as-teachers.” Participants choose to engage as student scholars, teaching faculty, and campus administrators, facilitated by PTL Academic Coordinators. They create and produce their educational curriculum, taking on leadership roles. Honoring the voice of campus participants is paramount in every aspect of the Peer Teaching & Learning experience. Participants drive their education. Curriculum emerges organically from their passions and interests.

WHAT KIND OF COURSES DO PARTICIPANTS TEACH?

Participants develop curriculum and courses based on their own deep, real-world interests and passions as they relate to the context of their life experiences and cultural influences – e.g. traditional academic topics like agriculture, climate, cooking, financial management, sports & fitness, the environment, history, goal setting, and disability rights. Participant-created courses also include deep personal passions like NASCAR, elves, and favorite movies. 

DO PARTICIPANT-TAUGHT COURSES HAVE REAL VALUE?

Our unique student-as-teacher approach is transformative. Teaching one’s passion to others validates one’s knowledge and experience. Teaching gives a marginalized population proof of self-value through contributing to others. And learning from peers builds participants’ knowledge, experience, camaraderie, and confidence. Serving as faculty, a participant gains the potential to value him or herself and their peers as accomplished teachers. This promotes new self-identity and pride. We facilitate the art of teaching where participants research, study, and practice teaching skills and methods with the result of experienced teachers whose courses address the diversity of teaching and learning styles while also imparting topical information. Many move on from teaching about their passions and interests to new areas of study.

In our 11 New England campuses, participants’ personal development is measurable and documented biannually by a results-based outcome assessment process developed in collaboration with the State of Vermont’s Department of Disabilities, Aging, and Independent Living (DAIL). Consistently, over 90% of participants experience significant improvements in real-world skills. Data from Spring 2022 participant responses are as follows:

• 63% Enhanced public speaking skills

• 83% Improved self-confidence

• 81% Increase in topical knowledge

• 38% Developed organizational skills

• 77% Developed new relationships

• 68% Increased opportunities for community inclusion

WHAT ELSE DO PARTICIPANTS DO THROUGH PEER TEACHING & LEARNING?

Through the Academic Coordinators’ facilitation, participants collaboratively:

• Research, design, and deliver community volunteer service

• Serve on committees

• Join clubs and service organizations

• Attend events 

• Visit museums, theaters, and natural resource sites

• Develop healthy relationships with one another and their communities

HOW DO PARTICIPANTS BENEFIT IN THE PEER TEACHING & LEARNING ENVIRONMENT?

People with disabilities often face prejudice and isolation, which can threaten wellness, social integration, self-esteem, and economic independence. We honor this traditionally disenfranchised population and provide the opportunity for them to fully develop their educational experiences, which often lead to self-developed qualities of life advancements.

WHAT DOES “IT’S OUR CAMPUS” MEAN?

Participants are the creators, producers, and stewards of their campus. When asked, “Whose campus is it?” Participants respond, “It’s our campus!”