W SPAZLlLn SPA8MLLA 81 PuSSln A127303

W nCC8 AZLLLnA A8uuL kA8lM A127381

W lA8AP lAlZ nu8 v!lnulLl A129021
W Sl1l lA8luS SPAMSuuln A129108
ChapLer 8 AdapLlng Lhe
SocloemoLlonal LnvlronmenL
W WhaL ls a rlskfree envlronmenL?
W uescrlbe 4 facLors LhaL can lnLroduce Lhe
socloemoLlonal envlronmenL ln Lhe
classroom
W Lxplaln how Lhe Leacher can esLabllsh a rlsk
free envlronmenL ln Lhe lncluslve classroom
WhaL ls a 8lsklree LnvlronmenL?
W An envlronmenL LhaL ls rlsk free ls one ln
whlch sLudenLs are noL afrald Lo Lake chances
W lL ls a safe place for sLudenLs where mlsLakes
are seen as sLepplng sLones" Lo success
eg When a sLudenL glves a wrong answer he
ls pralsed for Lrylng
W A rlskfree envlronmenL ls safe relaxed and
nonLhreaLenlng Lo sLudenLs
W 1he classroom envlronmenL musL be
conduclve Lo Lhlnklng and problem solvlng
SLudenLs musL feel comforLable LhaL lf Lhey
Lake a rlsk Lhey wlll noL be puLdown
W 1eachers musL provlde supporL for sLudenLs Lo
achleve Lhls scholarly aLmosphere
W 1eachers can provlde supporL by llsLenlng Lo
sLudenLs and respondlng Lo Lhelr feellngs and
Lhlnklng
Iactors promot|ng
soc|oemot|ona|
env|ronment |n
|nc|us|ve c|assroom
SCClAL
Au!uS1MLn1
SCPCCL8LLA1Lu
SCClAL SklLLS
LL8 8LLA1Lu
SCClAL SklLLS
School relaLed Soclal Skllls
W Can and should be LaughL Lo sLudenLs because
many speclalneeds and aLrlsk chlldren do noL
have a reperLolre of approprlaLe skllls Lo
respond Lo schoolrelaLed evenLs
5cleoceuolly (Mot 26 2009) ftom
hLLp//wwwsclencedallycom/releases/2009/03/090323132336hLm
W ChrlsLy Lleras a professor of human and
communlLy developmenL says LhaL sofL
skllls" such as soclablllLy puncLuallLy
consclenLlousness and an ablllLy Lo geL along
well wlLh oLhers along wlLh parLlclpaLlon ln
exLracurrlcular acLlvlLles are beLLer predlcLors
of earnlngs and hlgher educaLlonal
achlevemenL laLer ln llfe Lhan havlng good
grades and hlgh sLandardlzed LesL scores
SCPCCL8LLA1Lu SCClAL SklLLS
||| Act|v|t|es for 1each|ng |||
undersLandlng Leacher/sLudenL roles 1 ulscuss responslblllLles of Lhe Leacher
and Lhe sLudenL
2 Pave class rules
3 8oleplay ln classroom
geL ln llne / close Lhe door/collecL
papers
4 LlsL ouL responslblllLles on Lhe board
8especLlng oLher's space 1 Pave dlscusslon abouL space and
whaL space belongs Lo Lhe sLudenLs
desk/chalr/lockers/work sLaLlon
2 ulscuss Lhe lmporLance of malnLalnlng
approprlaLe personal dlsLance ln a
conversaLlon
3 lay 'whaL lf'
||| Act|v|t|es for 1each|ng |||
lgnorlng dlsLracLlons 1 Pave a llsL of dlsLracLlons LhaL slow
Lhem down/prevenL Lhem from
compleLlng Lhelr work
2 8ralnsLorm ways Lo cope wlLh Lhe
dlsLracLlons llsLed
3 uevelop a slgnal for Lhe sLudenL Lo use
when Lhey become dlsLracLed
lollowlng dlrecLlons 1 ulscuss Lhe lmporLance of followlng
dlrecLlons
2 8evlew behavlors necessary for
followlng dlrecLlons
look aL speaker
llsLen
repeaL dlrecLlons Lo yourself
ask clarlflcaLlons lf needed
perform dlrecLlons
8equesLlng permlsslon 1 ulscuss abouL reasons for requesLlng
permlsslon ln dlfferenL seLLlngs
aL home/on Lhe bus/eLc
2 ulscuss Lhe sLeps for requesLlng
permlsslon ln each seLLlngs
||| Act|v|t|es for 1each|ng |||
Worklng cooperaLlvely ln a group 1 LlsL ouL slLuaLlons where cooperaLlon ls
needed
2 Make a llsL of ways Lo cooperaLe ln a group
Lg sharlng maLerlalsexchanglng
lnformaLlonhelplng oLher group members
lollowlng rules 1 ulscuss why rules are lmporLanL
2 LlsL ouL varlous slLuaLlons and Lhe rules
necessary for each
Lg School bus rules
queue when boardlng
slL ln seaL
llsLen Lo Lhe bus drlver
keep hands ln Lhe bus
use safeLy belLs
CLher slLuaLlons
Pall rules
Llbrary rules
Assembly rules
LLc
LL88LLA1Lu SCClAL SklLLS
1 lrlendshlp develop as chlldren play LogeLher and dlscover
Lhelr common lnLeresLs Sharlng ldeas and solvlng problems
LogeLher are aspecLs of socloemoLlonal developmenL
essenLlal for peer relaLlonshlps
(hLLp//wwwpasadenachllddevelopmenLorg/servlces/SoclalSklllshLm)
2 Chlldren vary wldely ln how well Lhey are able Lo form
frlendshlps and galn peer accepLance
1ypes of sLudenLs
W Je|| endowed w|th soc|a| s|||s
popular and very well llked by all or mosL of Lhelr peers
frlendly and ouLgolng
Lyplcally Lhe leaders aL school
selfconfldenL and lnfluenLlal
CLher chlldren are popular because Lhey are on Lhe school fooLball Leam play
ln a band can draw very well or are really goodlooklng
W pretty we|| ||ed by the|r peers and have a number of fr|ends
usually comprlses Lhe ma[orlLy of Lhe sLudenLs ln a class
1hese llkeable chlldren feel good abouL how Lhey relaLe Lo oLhers buL may aL
Llmes worry abouL whaL Lhelr classmaLes Lhlnk of Lhem
W shy qu|et and t|m|d
Whlle oLher sLudenLs llke Lhem Lhey do noL geL lnvolved ln many acLlvlLles ln or
ouL of school
Lend Lo feel awkward or uncomforLable around people Lhey donL know very well
W |gnored or unnot|ced by the|r peers
1hese chlldren are noL Lhe ones plcked flrsL for acLlvlLles buL Lhey are noL Lhe ones
LhaL are Leased or bullled elLher
1helr peers are more lnLeresLed ln sollLary acLlvlLles or prefer lnLeracLlons wlLh
adulLs more Lhan wlLh peers
W re[ected by the|r peers
have Lhe mosL soclal dlfflculLy aL school
CLher chlldren really donL llke Lhem and may noL LreaL Lhem well
Lhose LhaL are plcked on laughed aL Lalked abouL Leased and bullled
1hey are wldely dlsllked excluded from acLlvlLles and may be osLraclzed by Lhelr
peers
%andy Lawson hD oc|a| |||s and choo| hLLp//wwwcdlorg/resource
llbrary/arLlcles/soclal_sklllsphp)
eerLopeer Skllls
W 3 caLegorles of Lhese skllls
CommunlcaLlon
Soclal lnLeracLlon
SelfconLrol
CommunlcaLlon
W reet|ngs
W 1he flrsL sLep ln a soclal lnLeracLlon ls greeLlng someone
W CreeL wlLh faclal expresslons Lone of volce and gesLures such
as a nod or a wave
W Chlldren wlLh soclal lnablllLy may noL say hello Lo people Lhey
know
1hey may walk rlghL pasL Lhem and noL even look aL Lhem
lf Lhey do speak Lhey may noL make eye conLacL and may slmply look
down aL Lhe floor
lf Lhey do say hello lL mlghL noL be ln a very frlendly Lone of volce or
wlLh a smlle
W mpath|z|ng
W LmpaLhy ls slmllar Lo perspecLlve Laklng buL means
LhaL you are able Lo feel whaL Lhe oLher person feels
W LmpaLhy allows you Lo really connecL wlLh oLher
people
lor example lf a sLudenL goL an A on a maLh LesL and her
frlend goL a u she wouldnL brag abouL her A Lo her frlend
because she knows lL wlll make her feel bad because she
dldnL do well She could empaLhlze wlLh her by saylng
someLhlng llke 1haLs a bummer
W CLher chlldren ofLen Lhlnk of chlldren who lack
empaLhy as mean unklnd or selfcenLered
Soclal lnLeracLlon
W ead|ng oc|a| ues
W lL ls very lmporLanL Lo read soclal cues ln a conversaLlon
W Cues are Lhe hlnLs and slgnals LhaL gulde us Lo Lhe nexL Lhlng
Lo say or do
W Soclal cues can be verbal or nonverbal
W nonverbal cues are Lhlngs LhaL we see raLher Lhan hear ln a
conversaLlon such as body language and faclal expresslons
lor example lf a frlends faclal expresslon changes from a smlle Lo a
frown and hls body geLs sLlff when you are Lalklng abouL a new Cu LhaL
you boughL you mlghL wanL Lo change Lhe Loplc or ask hlm lf whaL you
sald upseL hlm
Self ConLrol
W rob|emso|v|ng
W roblems and confllcL are ofLen a parL of soclal lnLeracLlons
W Someone may noL agree wlLh you geL angry aL someLhlng you say lnsulL
you or become aggresslve Loward you Pow you reacL Lo Lhese confllcLs
depends on how good your problem solvlng skllls are
W Chlldren who are noL good soclal problem solvers have Lrouble seLLllng
confllcLs and dlsagreemenLs 1hey always wanL Lo wln no maLLer whaL Lhe
cosL even lf LhaL means loslng a frlend
W 1urnlng a confllcL from a wlnlose slLuaLlon Lo a wlnwln slLuaLlon ls Lhe
besL way Lo resolve confllcL 1hls requlres negoLlaLlon and compromlse glve
and Lake buL resulLs ln a slLuaLlon LhaL all parLles can llve wlLh and helps
malnLaln frlendshlps
W Apo|og|z|ng
W Chlldren wlLh weak soclal skllls may have Lrouble saylng Lhey
are sorry because Lhey canL lose face 1hey are afrald LhaL
oLhers may see Lhem as weak 1hey mlghL also be Loo proud
or feel sLupld or foollsh lf Lhey apologlze
W A person wlLh good soclal skllls ls confldenL enough Lo make a
slncere apology for hls error 1hls ls a courageous acL and ls
Lhe qulckesL and easlesL way Lo correcL a soclal blunder
1LACPL8 A11l1uuLS
W 1eachers aLLlLude affecL sLudenLs'
achlevemenL
W Warm socloemoLlonal cllmaLe maxlmlse
sLudenLs' poLenLlal (8osenLhal 1974)
1LACPL8 A11l1uuLS
W 1eacher expecLaLlons someLlmes affecL
learnlng ouLcomes
W LxpecLaLlons from Leachers someLlmes
accuraLe Lo Lhe learnlng ablllLy of sLudenLs
W 8uL aL some oLher Llme Lhls expecLaLlon
resulLs ln labellng sLudenLs lnapproprlaLe ln
handllng sLudenLs wlLh learnlng dlfflculLles
1LACPL8 A11l1uuLS
Cood (1987) llsLs 17 Leacher behavlors LhaL
communlcaLe parLlcular expecLaLlons Lowards
low achlevers (pp 3433)
W WalLlng less Llme for 'lows' Lo answer
W 8ewardlng approprlaLe behavlor or lncorrecL
answers by low achlevers
W CrlLlclzlng low achlevers more ofLen for fallure
W ralslng low achlevers less frequenLly Lhan
'hlgh' for success
1LACPL8 A11l1uuLS
W Speclal educaLors may help Lo prepare Lhe
general class Leacher
W 1lps by uardlg(1981)
8eassure colleagues LhaL Lhelr fears are
unfounded and LhaL lncluslon can be a beneflclal
experlence
1each speclal skllls Lhrough modellng or
demonsLraLlon Lo help Lhe Leacher learn Lo help
Lhe chlldren funcLlon well
Lxplaln beneflLs of lncluslon for all chlldren
1LACPL8 A11l1uuLS
W CommunlcaLlon ls essenLlal beLween speclal
educaLors and general class Leacher
exchange of ldeas lnformaLlon and
suggesLlons
W Pow Lo promoLe effecLlve communlcaLlon
beLween speclal educaLors and general class
Leacher?
1LACPL8 A11l1uuLS
W ConL
LsLabllsh a communlcaLlon sysLem
ulscuss each placemenL LogeLher
lnvolve oLhers by sharlng plans and ldeas
SeL reallsLlc goals
S1uuLn1S A11l1uuL
W SLudenLs also seL up Lhelr aLLlLudes among
peers and also abouL Lhemselves
W AL rlsk sLudenLs(learnlng dlsablllLles) usually
experlenced dlfflculLles slnce a long Llme
W lallure ls a cumulaLlve process lL do noL occur
overnlghL and Lhe damage lL causes cannoL
be repalred overnlghL( Slmpson 1980)
S1uuLn1S A11l1uuL
W undersLandlng Lhe aLLlLude of general class
sLudenLs Loward sLudenLs wlLh
dlsablllLles(Slmpson 1987)
aLLerns of dlscrlmlnaLory behavlor may acLually be
relaLlvely normal
ALLlLudes Loward sLudenLs wlLh dlsablllLles may exlsL
wlLh or wlLhouL labels
ALLlLudes of sLudenLs Lowards dlsablllLles are
lnfluenced by Lhe people around Lhem
1he aLLlLudes of sLudenLs Lowards person wlLh
dlsablllLles are greaLly lnfluenced by numerous soclal
physlcal and experlenLlal facLors
S1uuLn1S A11l1uuL
W reparaLlon for lncluslon
repare Lhe general class sLudenLs
Pelp Lhem undersLand Lhe naLure of dlsabllng
condlLlons
Cffer lnsLrucLlonal unlLs
use slmulaLlon acLlvlLles ( Wood and 8eeves 1987)
repare Lhe sLudenLs wlLh learnlng dlsablllLles
Make clear of Lhe class rules Lo Lhe sLudenLs wlLh
dlsablllLles
resenL a checkllsL of rules and rouLlnes
S1uuLn1S A11l1uuL
c) Lxplaln how Lhe Leacher can esLabllsh a rlsk
free envlronmenL ln Lhe lncluslve classroom
esLabllshlng a warm socloemoLlonal cllmaLe
helps Leachers Lo maxlmlze sLudenL
achlevemenL(8osenLhal 1974)
reparaLlon for lncluslon preparlng
general educaLlon sLudenLs
Pelp Lhem
undersLand Lhe
naLure of
dlsabllng
condlLlons
- eer accepLance
- eg llsL slmllarlLles
and dlfferences
lnsLrucLlonal unlLs
- lnfused or separaLed
- Pelp general
sLudenLs Lo have
poslLlve aLLlLudes
Loward sLudenLs wlLh
dlsablllLles
SlmulaLlon
acLlvlLles
- Applled Lhrough
coplng skllls wlLh
dlsablllLles
- eg Lalk by speakers
W 1he Leacher seLs Lhe 1CnL le Lhe Leacher
behavlour lnfluences Lhe sLudenLs' behavlour
W 1o manage an lncluslve seLLlng classroom
Leachers uses a Lechnlque called surface
behavlor ebovlots tbot metlt otteotloo t
Jo oot JemooJ totol moooqemeot ptoqtoms
1 LoleraLlng cerLaln behavlours
2 lnLervenLlons for surface behavlours
1oleraLlng cerLaln behavlor
- 1eachers LoleraLes mlsLakes and sLudenLs undersLand LhaL
mlsLakes are normal and permlLLed
Learner's leeway
- SLudenLs LhaL dlsplay behavlours LhaL ls lnapproprlaLe
wlLhln Lhe regular classroom envlronmenL
- 1eacher should address Lhese overL behavlour uslng Lhe
ob[ecLlve of Lhe sLudenL's lL
8ehavlours
sypmLomaLlc of a
dlsablllLy
- 8efers Lo cerLaln behavlour of a cerLaln developmenLal or
age level
- 1eacher should overlook Lhese maLLer before he/she
conducLs a lesson
8ehavlour reflecLlng
a developmenLal
sLage
lnLervenLlons
for surface
behavlours
8emovlng
dlsLracLlng
ob[ecLs
lnLeresL
boosLlng
SupporL for
rouLlne
uefuslng
Lenslon
Lhrough
humour
roxlmlLy
conLrol
Slgnal
lnLerference
lanned
lgnorlng
8LlL8LnCLS
W hLLp//wwwLeachervlslonfencom/classroom
dlsclpllne/resource/2943hLml
W hLLp//speclaledabouLcom/od/lnLegraLlon/a/l
ncluslonalhLm
W hLLp//wwwcdlorg/resource
llbrary/arLlcles/soclal_sklllsphp