ABSTRACT
In this case, Mrs. Smorol had a student named Elsa who was hard of hearing, had attention deficit hyperactivity disorder (ADHD), and was often defiant, not engaging in physical education for entire periods at a time. Mrs. Smorol paired her up with another girl in the class as a peer buddy in her Physical Education Leadership Program. She taught the whole class signs, and they used more visual instructions and more visuals to facilitate the necessary skill development. Between the wonderful peer buddy, the demonstrations, clear instructions, and visual images, Elsa became an active member of the class.
