Download Promoting Social Acceptance

Promoting Social Acceptance
With greater emphasis
on inclusion, general
education teachers are
expected to make
provisions for students
who have difficulties with
social interactions.
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6.1
Promoting Social Acceptance
• Attitudes and feelings of the peers,
teachers, and parents of
classmates…have tended to be
unaccepting.
• Negative effects of not being accepted not
only impacts self-concept but also school
performance.
(Act: Read assigned case on p. 141. Indicate one thing that can be
done by the teacher to enhance social acceptance of the student.)
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6.1
Promoting Social Acceptance
• Students with special needs may be apparent to others
(visual impairment, wheelchair bound, hearing aids) or
not (learning disability, mild mental retardation, ADD).
• Such students perceptions and school failure - social
and academic -may lead to withdrawal.
• “This withdrawal can contribute to their
rejection and make it difficult for even the most
effective and creative teacher to provide an
appropriate learning situation.”
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6.1
POOR SOCIAL SKILLS
Among Students with Special Needs
Results from:
• Inability to initiate and sustain appropriate social
relationships
• Fail to develop social skills due to fewer friends
• Difficulty with social cues
Act: Read research excerpts on p. 142.
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6.2
GENERAL EDUCATION TEACHER
ATTITUDES
• Labels may lower teacher expectation - at least, initially.
• Teachers make fewer praise statements, ask fewer questions, and
provide less feedback - especially for boys.
• Teachers perceive these students as less desirable (NCLB issue).
• Some teachers feel they have a lack of training.
• Former special education practices focused on removal.
• Challenges come from ALL parents - some are overprotective.
(…attitudes of the teacher have a significant effect on the attitudes of students
in the class.)
How might any of these attitudes be changed?
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6.3
ENHANCING SOCIAL
ACCEPTANCE
• Information dissemination - videos,
simulations, and peer tutoring (See “Inclusion
Tips, p. 145)
• Recognize similarities among all students
“A difference is only a difference when it makes a difference.”
• Preparation of general education students for
inclusion (See p. 145-6)
• Preparation of special education students for
inclusion - direct instruction of skills
• Prepare parents for inclusion
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6.4
DATA COLLECTION
• Teacher/parent interviews & rating scales
Sociometric measures - Nomination, Rating Scale, and
Paired-comparison techniques
(Nominations method - See Table 6-1 & Read p. 147)
“…it is important to note that although they provide an overall measure of the
acceptance of students, they do not identify specific behaviors of skills that
require intervention.” (p. 147)
• Self-concept, attitudes toward school, peer relationship
measures (See Figure 6-1)
6
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5
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6.5
DATA COLLECTION
• Direct observation - Select a target behavior and count
For example, “…frequency of positive statements made by teacher to the student
with special needs or the number of social interactions between the student
with disabilities and peer in general education” (p. 147)
-or- “…a student may be observed participating in an instructional group and then
rated on a number of classroom behaviors (e.g., The student attends to the
teacher’s instructions? The student raises his or her hand before responding?
The student maintains eye contact when talking to the teacher?) (p. 148).
• Social Environmental Checklist (Read excerpts from figure 6-2)
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6.5
PROMOTION OF SOCIAL ACCEPTANCE PROVIDING INFORMATION
• Inform students about disabilities directly or via research by
students - see www.kotb.com
• Have persons with
disabilities visit class.
• Simulate a disability.
• Read a story (See
inclusion tips on
p. 151-2).
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6.6
PROMOTION OF SOCIAL ACCEPTANCE COOPERATIVE LEARNING
• Provide for cooperative learning which “…is
superior to to both competitive learning and
individualistic learning”
• Not only is academic success increased but
“…the social interactions involved promote the
development of the social skills of the student
with disabilities…and their acceptance by peers
in general education” (p. 153).
• See Gottlieb & Leyser steps for teacher.
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6.6
PROMOTION OF SOCIAL ACCEPTANCE
Some Cooperative Learning Approaches - p. 154
Aim is to reduce student isolation and perceived hostile climates that
exist in highly competitive classrooms.
Student Teams-Achievement Divisions(STAD) - Mixed groups, learn
information, individually tested, greatest pretest-posttest gain
receives recognition.
Cooperative Integrated Reading Composition (CIRC) - Mixed pairs use
basal readers and focus on reading and written expression. Teacher
instructs groups whil pairs work on related tasks. Testing when
students feels teammate is ready.
Jigsaw - Individuals share information with 5-6-member teams,
Individual performance on collected information is evaluated.
Benefits of Cooperative Learning: Reduces one person doing all the work;
Individual learning is evaluated; Even low achievers can
improve/contribute; Public recognition is motivating.
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6.6
PROMOTION OF SOCIAL ACCEPTANCE ECOURAGE FRIENDSHIPS & TUTORING
• Encouraging friendships outside of class can help build
social skills.
• Teachers can arrange for these experiences or reinforce
them when they naturally occur.
• Specifically trained general education students who
serve as peer or cross-age tutors have produced
academic and social gains.
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6.6
PROMOTION OF SOCIAL ACCEPTANCE
“Social skills are best developed through direct instructional
procedures, following the same principles academic instruction.”
Teacher describes why skill is needed, how skill is
performed, when it is to be used, and what its specific
components are. Teacher uses prompts, praise, and
corrective feedback during each step (pp. 155-6).
Programs like Walker Social Skills Curriculum (ACCEPTS)
have advantages because they have been field tested and
require minimal amount of preparation by teachers.
Cognitive training includes presenting “self-instruction”
steps, anticipation of outcomes - “problem solving”, data
collection - self-evaluation, and reinforcement for
successful performance - “self-reinforcement.”
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6.6
PROMOTION OF SOCIAL ACCEPTANCE
Goto Status Treatments for the Classroom
If ever you become concerned about
how parents might treat you, read
“A parent of special students
speaks to educators” (Figure 6-5).
OYO: Upgrade the Teacher’s Information
and Skills (p. 157-8)
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6.6