Facilitating Social Inclusion and Friendship Peer Tutor Training #4: Difficulties experienced in making friendships Circle of Friends Importance of interpretation Scenarios of Friendship Literacy Activity

Importance of Friendship “Friendship is a thing most necessary to life, since without friends no one would choose to live, though possessed of all other advantages.” -Aristotle What do you think about this statement?

Quickly write down… What makes a good friend? What do you like to do with your friends? What are some of the things you talk about with your friends?

Circle of Friends Activity You will need: Circle of Friends worksheet. Fill in the circles as instructed on the sheet. Only take about 1 minute per circle.

Karina (Former Student of Mr. Tobias) What do you notice different about Karina’s circle versus yours? * Megan was her peer tutor.

Facilitating Friendships Helping to facilitate friendships happens in three ways. Opportunities Accommodations Interpretation

Opportunities Opportunities Chances to do things. When, where, and how can they have opportunities on campus? Off campus?

Accommodations Remember: an accommodation is physically changing the environment so that everyone can participate. These can be relatively simple or much more involved, depending on the student’s needs. Each student has a set of needs that requires accommodation. Think of your student or another in our program. How might they need to be accommodated to receive the same social opportunities that you enjoy regularly?

Scenarios for Friendship With a partner, pick a Student Scenario in the packet. In your notes, write down three ways that you can assist in helping that student to making friends in and three ways out of class.

The Importance of Interpretation Speaker 1 and 2 Scenario Cards. 2 volunteers to read aloud scenario 1 and then scenario 2? What is the lesson?

The Importance of Interpretation Speaker 1 and 2 Scenario Cards. 2 volunteers to read aloud scenario 1 and then scenario 2? What is the lesson? Always focus on a person’s positive qualities, never on the negative.

Charting the Text You will need: Article: “Carolyn Daniel Speaks Out for Her Son.” You are going to chart each paragraph of the article as a group by summarizing each paragraph into a sentence. As a class, you will go over a basic response for each. Yours should be similar but doesn’t have to be exact to what’s on the screen. Be forwarned: The article is outdated. Your teachers will understand the references but you may not. =)

Charting the Text Fold your right-hand notes column in half vertically to make two columns. At the top of the columns, write “What the Author is Saying” and “What the Author is Doing” Begin with number 1 in the left column for the paragraph. See the next slide for an example of how to start.

Caroline Daniel Speaks Out for Her Son Paragraph What the Author is Saying What the Author is Doing 1 (fold)

Paragraph What the Author is Saying What the Author is Doing 1 These parents have to fight hard for something common to everyone else.

Getting us to understand the unfairness. Paragraph What the Author is Saying What the Author is Doing 1 These parents have to fight hard for something common to everyone else. Getting us to understand the unfairness.

2 They have to deal with so many more things. (OT, PT, IEPs, LREs,…) Paragraph What the Author is Saying What the Author is Doing 2 They have to deal with so many more things. (OT, PT, IEPs, LREs,…)

2 They have to deal with so many more things. Paragraph What the Author is Saying What the Author is Doing 2 They have to deal with so many more things. (OT, PT, IEPs, LREs,…) How complex their life already is without having to worry about simple things.

Paragraph What the Author is Saying What the Author is Doing 3 Parents are supposed to be able to fix everything, but feel helpless about friends.

Paragraph What the Author is Saying What the Author is Doing 3 Parents are supposed to be able to fix everything, but feel helpless about friends. This topic is so bad that she is ready to “buy a friend.”

He has all the same things and likes as everyone else. Paragraph What the Author is Saying What the Author is Doing 4 He has all the same things and likes as everyone else.

He has all the same things and likes as everyone else. Paragraph What the Author is Saying What the Author is Doing 4 He has all the same things and likes as everyone else. Looking the same doesn’t help fix the problem.

They have to engineer friendships. Paragraph What the Author is Saying What the Author is Doing 5 They have to engineer friendships.

They have to engineer friendships. Paragraph What the Author is Saying What the Author is Doing 5 They have to engineer friendships. How hard works to try to arrange get-togethers that never happen.

Loneliness makes him not care about trying hard or behaving. Paragraph What the Author is Saying What the Author is Doing 6 Loneliness makes him not care about trying hard or behaving.

Loneliness makes him not care about trying hard or behaving. Paragraph What the Author is Saying What the Author is Doing 6 Loneliness makes him not care about trying hard or behaving. These behaviors would not happen if he wasn’t lonely.

He is “mothered” by his peers and staff. Paragraph What the Author is Saying What the Author is Doing 7 He is “mothered” by his peers and staff.

He is “mothered” by his peers and staff. Paragraph What the Author is Saying What the Author is Doing 7 He is “mothered” by his peers and staff. He doesn’t need mothers. He needs friends.

Students can by law “be accepted” at their local schools. Paragraph What the Author is Saying What the Author is Doing 8 Students can by law “be accepted” at their local schools.

Students can by law “be accepted” at their local schools. Paragraph What the Author is Saying What the Author is Doing 8 Students can by law “be accepted” at their local schools. The law isn’t enough. The real battle is to be accepted by friends.

Everyone has that “special friend” from childhood. Paragraph What the Author is Saying What the Author is Doing 9 Everyone has that “special friend” from childhood.

Everyone has that “special friend” from childhood. Paragraph What the Author is Saying What the Author is Doing 9 Everyone has that “special friend” from childhood. Her son wants a best friend too, but just can’t find one.

“Advertising” her son for everyone to see. Paragraph What the Author is Saying What the Author is Doing 10 “Advertising” her son for everyone to see.

“Advertising” her son for everyone to see. Paragraph What the Author is Saying What the Author is Doing 10 “Advertising” her son for everyone to see. Showing us her ABSOLUTE DESPERATION.

Some common acronyms SAI Specialized Academic Instruction IEP Individual Education Plan OT Occupational Therapy (everyday living needs) PT Physical Therapy LRE Least Restrictive Environment SLP Speech and Language Pathologist BSP Behavior Support Plan APE Adaptive Physical Education PFL People First Language IDEA Individuals with Disabilities Education Act TMI Too Much Information

Homework Reflection Exercise , due next Wednesday.