Peer tutoring for students with disabilities and specific learning disorders. Program theory and evaluative indicators

This presented study identifies a set of indicators to evaluate the peer tutoring service for students with disabilities and specific learning disorders enrolled at Genoa University. The results here are useful both for designing standardized tools to use for evaluating the service both to get some early clues to its reorientation and improvement. Following a theory-based evaluation approach, these results allow to identify and verify some of the key variables that, in the implementation of the service, mediate its effectiveness. By this way, they may contribute to explain the higher or lower level of success of the intervention, introducing feedback mechanisms that enable to the service manager to make changes for improvement in the various sub-phases that constitute the service implementation, from the selection and the recruitment of tutors up to monitoring and evaluation of the service.