the age of the kids, the setting, the kids’ schedules, etc. Kids initially meet for group activities, but as the focus child develops friendships with the other peers, encourage one-on-one or smaller group experiences. Think of times during the day when pairing is possible. At first, the group may want to make a schedule or calendar mapping out interaction times. See samples below.
8. Over time, the adult should fade from the social group as much as possible to allow typical interactions and friendships to more naturally occur. It is important to remain available for problem solving, conflict resolution, and other kinds of support as needed.
9. If Circle of Friends activities are to take place in settings other than school, which we highly recommend, parents will also need to be involved (e.g., for transportation). It is a good idea to notify parents that their child is participating in Circle of Friends, invite their encouragement and support, and respond to any concerns.
Excerpted and revised from “Setting Up and Managing Peer Support Networks: Social Context Research Project- Methods for Facilitating the Inclusion of Students with Disabilities,” In Integrated School and Community Context, edited by C. Green, C. Kennedy, and T. Haring, University of California, Santa Barbara.
Section 3:
Understanding
Relationships
Except for the hermit on the mountain, most of us live our daily lives in a network of relationships. Societal trends—such as population mobility, social media, blended families, alternate child care arrangements, and the inclusion of children with disabilities in settings with children who do not have disabilities— have increased the variety of people with whom children relate. Children’s understanding of the various types of relationships in their network directs and influences their interactions and behaviors. The ability to identify people as family members, intimate and close friends, acquaintances, community helpers, and strangers is a key component for children to build satisfying relationships and protect themselves from abusive situations. This is especially important with the growth of social media. Many youth need direct instruction to understand the various kinds of relationships and the norms for behavior and social interaction that are appropriate for each social setting.
When focusing on relationship building, the focus of our efforts must not be solely on teaching children to understand existing relationships, but, perhaps more importantly, on creating and providing opportunities for meaningful relationships to happen and grow. With trends toward more inclusion and integration, children and youth with disabilities have the potential to expand their relationship network. On the other hand, if children are not assisted in developing relationships in integrated settings, they may be even more isolated. We have included resources on developing a “Circle of Friends” as one way of developing and nurturing friendships.
Having positive relationships is at the core of our feelings of well-being. Supporting relationships may be the most important investment we make toward improving the quality of life for children with developmental disabilities.
Goal 1: Building a Positive Self-Image
Activities:
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| I am tall. | I am very tall. |
| I am tall. | I am very tall. |
| Yes, I am. | My name is Sam. |
| Yes, I am. | My name is Sam. |
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