Current Events Article
Meadan, H. & Monda-Amaya, L. (2008). Collaboration to promote social competence for students with mild disabilities in the general classroom: A structure for providing social support. Intervention in School and Clinic.
In addition to academic planning, teachers must plan for the social outcomes of the students in their classrooms. Students with mild disabilities may have social deficits such as feelings of isolation, difficulties making friends, loneliness, and difficulties reading social cues. Teachers must create environments that support and promote social competence. Meadan and Monda-Amaya suggest a three-level social support structure.
Level 1 is for whole class support. It entails structuring the classroom from a Universal Design for Learning perspective, establishing in advance the supports that all students need for social success. This is done by creating a positive learning environment and fostering opportunities for social interaction. Teachers should reinforce positive behaviours and create a safe environment that celebrates student diversity.
Level 2 targets specific curricula for large or small groups, including social skills, character training, and class-wide problem solving activities. Conflict resolution should also be taught to students at this level. The final level, Level 3, contains individual interventions for students who do not respond appropriately to class-wide and group interventions. This would begin with a functional behaviour assessment followed by an individual behaviour plan that outlines specific strategies used to ensure the student’s success.
In addition to these three levels of support, teachers should foster self-determination and self-advocacy in all of their students. Implementing this three-tiered support system is the basis for a positive environment that promotes social competence for all students.
Questions:
- What are some social difficulties experienced by students with mild disabilities?
Sugg answ: Feelings of isolation, loneliness, difficulty making friends, and difficulty reading social cues.
- What goes into a Universal Design for Learning, in terms of social structure?
Sugg answ: Establishing supports ahead of time that will contribute to the social success of all students.
- What are some characteristics of level two?
Sugg answ: Level 2 is group intervention and is comprised of social skills, character, and problem-solving training.
- What individual interventions are used on level 3?
Sugg answ: Functional behaviour assessment, and an individualised behaviour plan.