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Elizabeth Biggs
10/7/2016 7:01 PM
Peers may need to be equipped and encouraged in order tobuild the skills and motivation to interact really positively with a classmate with complex communication needs. So often, peers without disabilities want to interact with a classmate, but don’t know how. So, peers sometimes need extra information and support to learn new skills and strategies to support really positive, meaningful interactions with a classmate with a severe disability. One way to do this is to invite a few peers to participate in meaningful roles in an intervention effort focused on supporting social interaction among them and their classmate with a disability. To launch an intervention effort, it may be important to hold an initial orientation meeting and/or continue to provide support for them so that these peers are equipped with the information they need to be comfortable and effective in their interactions.
Any information shared with peers should be individually tailored. The information should help peers know exactly what you are expecting of them through the roles you’ve invited them to have in an intervention effort. For example, peers may be asked to serve as a partner within a peer support arrangement during an inclusive academic classroom (see Carter, Cushing, & Kennedy, 2009). No matter what the intervention looks like, here are some topics of information that might be helpful for peers:
Information should not be shared with peers that is confidential—such as information about a child’s disability diagnosis or other information in an IEP. Often, this type of information is not helpful for peers anyway! Instead, peers benefit from individualized, specific information about what they can do to interact well with their classmate and make sure their classmate has what they need to be successful in that interaction. I’ve attached an example of a handout that could be used to teach peers to use a few simple interaction strategies with a classmate who uses an aided AAC device. The handout itself would be most appropriate for older students; however, these strategies could easily be tailored to be more appropriate for younger students as well!
References
Carter, E. W., Cushing, L. S., & Kennedy, C. H. (2009). Peer support strategies for improving all students’ social lives and learning. Baltimore, MD: Paul H. Brookes Publishing Co.
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Thank you for posting this information. I have a student I am working with that is often separated from his peers due to aggression. I would like to increase his social skills with these same peers. After reading this I have several strategies. I appreciate it!
Tina Rogers - 10/14/2016
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Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
