This book investigates how service-learning peer buddy programs can be structured and implemented to foster meaningful inclusion for students with disabilities in secondary school environments. Authors Carolyn Hughes and Erik W. Carter, both experts in special education and inclusive practices, provide a comprehensive framework for educators and administrators. By synthesizing research on peer-mediated interventions and service learning, they argue that structured social interaction is a primary driver for academic and social success in diverse classrooms.

The subject matter points to a highly practical, evidence-based resource intended for school leaders and special education practitioners seeking actionable models for inclusion. The framing suggests a methodical approach that prioritizes administrative feasibility and measurable student outcomes in secondary education settings.