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Successful Inclusion within the Elementary School Setting:
Social Inclusion
Kathleen M. [email protected]
Circles of Friends: “The Joshua Committee”
• One of the first cases to document a difference in utilizing natural supports to move a from institutional life to the community is Judith Snow (Perske, R., 1987, Pearpoint, J. 1990).
• Born in 1949 with muscular dystrophy, Judith was unable to move from the neck down, except for one thumb
• Upon graduating from York University in 1976 she lost her attendant care which had been provided since childhood as part of her education.
• After ending up in a nursing home due to her need of attendants, she was eventually hospitalized with a prognosis of lifetime institutional care. (John B. Allen Jr.)
“The Joshua Committee”• Friends and colleagues organized Judith’s circle of
friends to move her from the institution and save her life. One of these friend’s moved Judith into their home and a group of volunteer attendants was formed.
• As the sixth member of this committee Judith gradually took control of her own support system making choices relevant to her own life.
• Today, Judith is considered a leading expert on political/social situation of persons with disabilities, in no small part thanks to her social network and the initial support of the “Joshua Committee”.(John B. Allen Jr.)
Natural supports• Support from supervisors and co-workers occurring in the
workplace to assist employees with disabilities to perform their jobs, including supports already provided by employers for all employees. These natural supports may be both formal and informal, and include mentoring, supervision (ongoing feedback on job performance), training (learning a new job skill with a co-worker) and co-workers socializing with employees with disabilities at breaks or after work. The use of natural supports increases the integration and acceptance of an employee with a disability within the workplace.
(U.S. Department of Labor, Office of Disability Employment Policy)
Goal Areas for Every Student
• Social Interaction • Communication • Appropriate Behavior• Academics• Activities of Daily Living Skills
Proximity alone is insufficient
• Children with severe disabilities merely placed in inclusive classrooms were not provided with opportunities that would have facilitated social interactions or friendship, nor were they found to be making progress toward skill acquisition that would lead to greater independent adult functioning (Hilton & Liberty, 1992)
• Typical students often report that students with disabilities who are mainstreamed into their class are not members of their class (Schnorr, 1990)
Benefits of Inclusion: Social Interactions
• Higher rates of peer-related social behavior among preschool children with disabilities in inclusive classrooms than in segregated settings (Guralnick & Groom, 1988)
• Similar classroom and playground behavior among elementary students with and without disabilities participating in integrated classrooms (Roberts, Pratt, & Leach, 1991)
• Children with severe developmental disabilities in inclusive classrooms, progressed in terms of social competence over a 2 year period (compared to matched students in segregated settings who actually regressed) (Cole & Meyer, 1991)
Benefits of Inclusion: Social Interactions
• Children with disabilities in inclusive settings show similar language ability and more social play than children with disabilities in segregated settings (Jenkins, Speltz, & Odom, 1985)
• Children with severe disabilities in inclusive elementary classrooms have greater levels of sustained contact with nondisabled peers, as well as richer friendship networks, than students in special education classrooms (Fryxell & Kennedy, 1995)
Thus, similar progress or greater progress in inclusive placements
Linkage through Natural Support Networks (John B. Allen Jr.)
Once you have identified areas of interest, daily routines, and passions of life, link the individual with disabilities to groups, associations and societies which can broaden social networks and create natural supports:–Online Communities–Religious and faith communities –Students / Schools–Recreation / Sports–Hobbies–Ethnic / Recent Immigrants–Community Civic / Social Organizations–Corporate Leadership–Local Political Parties and Organizations–Volunteer Opportunities
“Find the gate-keeper”Al Condeluci
• Visit the group before enrollment• Observe, leisurely interact with members to identify
the person who functions as the gate-keeper– Would be open to having the child with a disability join– Would facilitate interactions within the group
• Meet with the “Gate-keeper” and share the child’s strengths and needs
• Now the “Gate-keeper” assists in supporting the child with the disability in the activity
What do kids do?
3-4 years First friendSays please and thank you some of the time Greets adults
Turn takingAsks to use a toy a peer is playing with
4-5 years Several friends, one special friendContributes to adult conversationAsks for assistance
Tag Hide & seek Play datesTake turns with 8-9 other childrenEngages in socially acceptable behavior in public
6-7 years Joins in conversation at mealtimeComforts playmates in distressPlays cooperatively in small group without constant supervision
Build fortsBrownies/cub scoutsBirthday partiesDress-up/house/schoolSleep oversCatch
8-10 years Several best friendsIntroduces topic into conversation, can sustain topic through several turns, and close or switch topicMore sophisticated repair strategies if communication breaks down (e.g., elaboration)
Swim partiesSleep oversSport eventsCatchGirls/boys scouts
11-15 years
Social perspective taking Movies MallSlumber partiesPhone calls/Text messages/Face book Dating
Social Skills Assessment Observe the particular social skills that the
student displays and does not display Clear definition of relevant behavior(s) in observable
terms Unobtrusive observation over period of time Simple enough procedure for ready use
e.g., list particular social skills (e.g., listening, greeting others, complementing, …) then tally or rate quality of skills during observation period
Observe typically developing peers to identify skills to target
Communication Skills are Essential
• Verbal • Graphic • Gestural
Social Stories Gray, 1993; Gray, 1994; Fullerton, Stratton, Coyne, & Gray, 1996
Guidelines: Identify and define the target problem situation Collect baseline data Write a social story (using descriptive, directive, perspective, and
control sentences) Display the story commensurate with the student’s functioning level Read the social story to the student Collect intervention data Review findings and program for maintenance and generalization
Social Stories (continued)
Types of sentences in a social story Descriptive –objectively define where a situation occurs,
who is involved, what they are doing and why Directive –state what the student is expected to do or say;
use “I can,” “I will,” or “I will work on” statements Perspective –describe and explain the reactions and feelings
of others in a given situation Control –develop strategies to help the person remember
what to do or how to understand the situation; these may include visual images
Autism & PDD: Social Skills Lessons (1999). Lingui Systems, Inc.
Sharing (Mark Sheren)
I can share with people. Sometimes they will share with me
Sharing is a good thing.Sometimes if I share with someone, they will
be my friend.Sharing with others makes them feel
welcome.Sharing with others makes me feel good.
Gray, C. The new social story book. Arlington, TX: Future Horizons.
Social Stories
Reviewing Social Stories Read story regularly with student, especially just
before the relevant situation For non-readers –record story on cassette tape
with a signal to turn pages Videotape story to incorporate video modeling.
Read story aloud on videotape
Visual Cues Visual Cues
Remind child to say something, what to say
Cue cards = contain a message in picture or written form
Replace verbal prompts, so child functions more independently
Procedure:1. Identify “rules” that
need to be followed.
2. Create a visual representing each rule.
3. Practice the rules with the student.
4. Make sure the rules are available for review by the student as well as family/staff.
Procedure1. Tom copies 3
target bus rules.2. Rules are reviewed
with Tom prior to getting on the bus.
3. Tom puts rules in outside pocket of backpack.
4. Family members deliver reinforcement (favorite snack) following asking the bus driver how Tom behaved on the bus.
Playing games with peers Play Scripts Objective: Add language and social interaction to
play Use verbal models or written/picture cues to prompt
verbalizations appropriate to play activity E.g., Bingo game:
Written cue on box lid “Do you want to play with me?” Model/written cue to say “My turn” “Your turn”
“I got a ____” “I won” etc.
Sharing with Friends
• Conversation instruction with visual prompt
• Use a combination of individualized instruction and naturalistic opportunities
Sharing Information with Friends1. The child and his family or school staff identify important
activities in which he has engaged and a related visual that can be placed into a small photo album.
2. Prior to leaving home for school:– Family members practice the conversation in a discrete
trial format. – The teaching assistant identifies naturalistic opportunities
during the child’s day to prompt (e.g., “Tell [name} about the circus.”).
3. School staff do the same before he comes home with something to share.
4. Often time, the child automatically shares, but sometimes requires assistance with some of the “messages.”
Video Modeling
• Use video recordings to give a visual model of target behaviors. In some cases, the model is the learner him/her self, pre-recorded engaging in the target social behaviors
(Buggey, Toombs, Gardener, & Cervetti, 1999; Thiemann & Goldstein, 2001).
• You can also us a similar age peer or an adult (Dauphin,Kinney, & Stromer, 2004; Gena, Couloura, & Kymissis, 2005).
• Video modeling has been used to teach a variety of skills including social, self help, and play skills
(see McCoy & Hermansen, 2007 for a review).
• Video modeling is an effective teaching strategy for targeting social skills
Friends Clubs/Peer Buddies Group of students who take turns
playing with the target child (e.g., at recess, center times, when partners are needed, walking in hall, assemblies, etc.)
individualized instruction Vary peers across time and activities to prevent
dependence Cross-age peer supports/buddies –reading
buddies etc.
ActivitiesSPORTS• Soccer• Baseball• Football• Lacrosse• Swimming• Basketball• Karate• Dance• Gymnastics• Bowling
EXTRA-CURRICULA• Justice club• Chess club• Craft club• Science club• Foreign language club• Music• Choir School Newspaper• Boy/girl scouts
Preparing the Student
• In many instances success within extra-curricula and sports and leisure requires specific teaching of skills– Direct instruction
• Break skill into component parts• Provide explicit instruction on those component parts
– Activity Based Instruction• Increased opportunities to practice by setting up activities
– Similar in nature– Small group
Provide Information
• Important for families and personnel to be provided information about the disability and about the specific child– Disability Related Information• NICHY www.nichcy.org
– Child Specific• Provide for individuals in the setting information that
will help the student to be successful
These strategies will help Lydia to do her best:-Place Lydia next to children who play appropriately.-When Lydia is “fooling around” the best way to get
her to attend is to compliment another child. “Wow, Jenny is a great listener”. Lydia will shape right up.
-When you want Lydia to do something that she may not want to do, consider:-giving her a choice-letting her know something that she will get when she does what you ask “I have a special project, let’s get over to the other side to check it out”-distract her by asking her to carry something, be the leader, or go to the area to help set something up.
Justin will perform better*If he is kept abreast of any changes in the schedule (you can e-mail them to us ahead of time).
*If complicated instructions are written following a step by step format.
*If he is provided with regular opportunities to take a break. (So, if you notice Justin moving around in his seat, you might indicate to him that he can take a walk if he’d like.)
Supports
• Natural Supports– Classmate from an upper grade– Teenagers– College Student
• Special education majors• Psychology majors
– Church groups– Senior citizens
• System Supports– Related service– Respite service
Friends Clubs/Peer Buddies
Volunteers’ names can be drawn from jar each time
Volunteers should be trained to about what to expect, how to handle situations, and given lots of praise and support for their efforts.
Could develop into a Lunch Bunch: small (3-4) group of kids who meet for lunch to work on social and conversation skills with the student with autism
Identifying Peers
Peers should have:Very good social skillsVery good play skillsVery good communication skillsAbsence of behavior problemsPopular kids are idealConsider gender
Training Typical Peers
All children are different from one another All children are the same in many ways, too All children are different and yet the same. If all
children were the same, it would be a very boring world!
Children with disabilities may seem different in some ways, but they are alike in more ways than they are different
Teach typical peer models to: Share – “Here, you take a turn” Request sharing – “Can I try?” Organize play – “Let’s play ___” Offer assistance – “Here I’ll help you” Request assistance – “Can you help me?” Make compliments – “Cool car” Wait for language Respond appropriately to overtures of affection
“I don’t like that” “You can shake my hand”
Get target child’s attention –e.g., name and tap Ignore behavior Persist Demonstrate responses Respond to target child's initiations of play or social interaction
Training Typical Peers
Example ways to help: What could you do if you saw _____ playing
alone at recess? What could you do if ____ was talking loudly
during story time? What could you say if ____ hugged you too
hard? If _____ wanted a toy you were playing with,
how could you help him learn how to ask for it?
Places to practice social skillsElementary School Lunch Recess Walking in the hallway Small group activities Field trips After-school activities
(boy/girl scouts, club sports)
Junior High & High School Lunch Therapies After-school activities
(yearbook, clubs, sports, etc.)
Transition times/locker Cooperative learning
groups
Directly Instruct Support Persons
• Interactions can be improved not only by providing skill instruction to the student with a disability, but providing skill instruction to the other individuals within that setting
a. Communication – teach others how to communicate with the student
b. Socialization – teach others about idiosyncratic behaviors, how the student prefers to interact
c. Mobility – “This is how we push Dave’s wheelchair”
Communication Examples
• If you don’t understand Michael the first time he says something, say to him “Can you say it another way Michael?”
• Bobby uses pictures to communicate, they are in his wallet. When you approach him ask him to show you his communication wallet. Once he has it out, he’ll use it to communicate with you.
Socialization Example
• If there are sudden loud noises, Dave will become very upset. If this happens, you can walk over to him and tell him exactly what happened. Let him know that it will be over soon and it’s okay to cover his ears. Wait five minutes and then tell him, “There is no reason to cover your ears Dave, let’s join the group.”
Determine Level of Involvement
• Part of the team– Full Participation– Partial Participation
• Support “staff”– Manager– Coordinator
Sarah
• 7th grade student with developmental disabilities enrolled in after school crafts club
• A specific group of three girls have volunteered to be Sarah’s “buddies”. They have been informed of her strengths, as well as her needs and between the three of them one is always supporting her.
• As a result, relationships outside the craft club have started to develop (e.g., birthday parties, swim parties).
Jason• 4th grade male diagnosed with Autism• Interested in Chess• As a way to pre-teach Jason chess skills, when he
finished his class work, he was able to go to the back of the room and practice his chess skills with an assistant. Other children were given opportunities to join them.
• An upper classmate enrolled in the Chess club was identified to provide support when needed at the club. This entailed having him play his matches next to Jason. This classmate was specifically taught how to intervene if a problem arose between Jason and his opponent.
Michael• Six year old boy with Down syndrome in kindergarten• Enrolled in soccer with kindergarteners• Has had Soccer goals on IEP since three years of age.• Parent requested Michael to be placed on the team
that their neighbor coaches.• Goals are not clearly marked – small red flag on top of
pole (but many poles function as markers). • Small red cones are placed by the poles to indicate
goal (on both team’s goal). These cones are the same as the ones used in practice at different field.
Matthew• 7 years old• Played Soccer for three years• Family felt he was not keeping up with the other
children and was becoming frustrated.• Has been nominated team manager. Attends all
practices, games, has uniform, but takes on different role in the process– Assists with equipment– Refreshments– Helps keep score– Organizes practice exercises
What can School Staff Do?
• Include social and recreation skills in curricula• Assign friends to the same class• Provide opportunities for families to become
acquainted• Train school personnel on children’s friendships• Include friendship and recreation goals in the IEPs• Offer disability awareness training to parents and
children without disabilities• Tell parents when friendships develop.
Resources• Publisher of Books on Disabilities: – www.brookespublishing.com
• Information about inclusion of individuals with disabilities in leisure and recreation– www.ncaonline.org/index.shtml
• Information about disabilities– www.nichycy.org
• Information about the Americans with Disabilities Act– www.usdoj.gov/crt/ada/adahom1.htm – www.adata.org
