Kansas Resources

• Circle of Friends INVITE THEM- Imagine the people who most care for you, gathering in a circle around you. Imagine other familiar people in your life grouping into surrounding circles. Some of you will have many circles, others barely one. Often, people with disabilities have circles containing only family members or service providers, which makes those people with disabilities feel isolated and rejected by the community.

• Circle of Inclusion - The Circle of Inclusion Web Site is for early childhood service providers and families of young children. This web site offers demonstrations of and information about the effective practices of inclusive educational programs for children from birth through age eight.

• Inclusive Network of Kansas - The Inclusive Network of Kansas is a collaborative of professionals and agencies interested in improving the skills of professionals to meet the learning needs of students who qualify for special education. It provides high quality professional development and access to a free peer-based technical assistance network.

Other Resources

• Behavior Management Getting to the Bottom of Social Skills Deficits - When someone mentions behavior management, our first thought may be about controlling students or stopping them from performing inappropriate behaviors. We expend a great deal of energy managing students so that inappropriate behaviors will not occur. However, successful termination of inappropriate behavior is no guarantee that appropriate behavior will take its place. One of the most puzzling and frustrating problems encountered by parents and teachers of students with learning disabilities (LD) is not the student who obviously acts out or engages in overtly antisocial behaviors, but rather the one who simply fails to perform the appropriate behavior for a given circumstance or setting. This problem is frequently labeled a social skill deficit.

• Behavior Modification in the Classroom - Behavior modification assumes that observable and measurable behaviors are good targets for change. All behavior follows a set of consistent rules. Methods can be developed for defining, observing, and measuring behaviors, as well as designing effective interventions. Behavior modification techniques never fail. Rather, they are either applied inefficiently or inconsistently, which leads to less than desired change. All behavior is maintained, changed, or shaped by the consequences of that behavior. Although there are certain limits, such as temperamental or emotional influences related to ADHD or depression, all children function more effectively under the right set of consequences. Reinforcers are consequences that strengthen behavior. Punishments are consequences that weaken behavior. Students' behaviors are managed and changed by the consequences of classroom behavior.

• Circle of Friends - a program for children who have difficulties making friendships. The object is to make sure the child is included in activities and feel a part of a group. A facilitator is required and could be a parent, counselor, or teacher.

• Circle of Friends Fact Sheet - Sometimes a more intense strategy for facilitating friendships is necessary. "Circles of Friends" is an activity completed with students without disabilities to discuss the importance of friendships and relationships in their lives and to generate ideas for ways in which they can be friends with peers who have disabilities. The ensuing steps are followed when implementing the "Circles of Friends" process (adapted from O'Brien, J., & Forest, M. (1989). (Requires Adobe Acrobat Reader )

• Circle of Friends INVITE THEM- Imagine the people who most care for you, gathering in a circle around you. Imagine other familiar people in your life grouping into surrounding circles. Some of you will have many circles, others barely one. Often, people with disabilities have circles containing only family members or service providers, which makes those people with disabilities feel isolated and rejected by the community. (Requires Adobe Acrobat Reader )

• Children Can Teach Other Children - I have a friend named Kevin. He is 15 years old and a very sweet and gentle boy. He has severe mental retardation and needs dialysis five times a day. I like to read to him, play games with him, and take him for rides around the neighborhood in his stroller. He has some special problems like banging his head, pulling his hair, and eating through a tube. I enjoy being with him, and I want other children to enjoy him,. too. He does not go to school with other children anymore; a teacher comes to his house. Since he does not have a chance to be around people very much, I want to help him make friends. (Requires Adobe Acrobat Reader )

• "Do's & Don'ts" for Fostering Social Competence - excerpted from the Teacher's Guide Last One Picked ... First One Picked On Learning Disabilities and Social Skills with Richard Lavoie.

• Friendship and Stories - Using Children's Literature to Teach Friendship Skills to Children with Learning Disabilities Friends are people who know and like each other. All human beings need and want to share the common bond of friendship with others. Traditionally, making friends is viewed as a natural and simple ongoing process. Children with disabilities, particularly learning disabilities, do not always make friends as effortlessly and easily as do their nondisabled peers. Through the use of children's literature, children with learning disabilities can be taught valuable skills that will enable them to make and maintain friendships.

• Helping people work with people, not on them: Norm Kunc's

• Inclusion in Middle Schools - Current legislation supports the concept of including students with disabilities in the general education classroom but leaves many wondering, "Is this approach working?" Determining the effectiveness of this practice is a task not easily accomplished. The term itself—inclusion—is not found in any law and is used inconsistently in the educational community. Inclusive programs differ greatly from district to district, both in definition and implementation. Variables such as amount and nature of support provided to the regular classroom teacher differ dramatically from district to district, sometimes from school to school and child to child, and are not easily controlled for research purposes. This Digest discusses the rationale for inclusion of students with mild to moderate disabilities in middle schools, explores recent research on inclusion, and discusses barriers to implementation. (Requires Adobe Acrobat Reader )

• Making (and Keeping) Friends: A Model for Social Skills Instruction - "I am not asking for my child to be the life of the party, or a social butterfly. I just want her to be happy and have some friends of her own. She is a wonderful kid, and I hope someday others can see that."  Many parents of children with autism spectrum disorders (ASD) echo this sentiment concerning their child’s social functioning. They know that their child has many wonderful qualities to offer others, but the nature of their disability, or more precisely, their poor social skills, often preclude them from establishing meaningful social relationships. This frustration is amplified when parents know that their children want desperately to have friends, but fail miserably when trying to make friends. Often, their failure is a direct result of ineffectual programs and inadequate resources typically made available for social skills instruction. For most children, basic social skills (e.g., turn taking, initiating conversation) are acquired quickly and easily.

• "MY TURN, YOUR TURN: Songs for Teaching Social Skills" - Nationally known singer/songwriter, Cathy Bollinger collaborated with Josh Tucker (9 year old with ASD) to create songs that address common social skill challenges, such as looking towards ones' eyes, taking turns, saying excuse me, asking for help and MORE.. For a preview and order form please visit their web site at www.rivannamusic.com Mention OASIS when you order and portion of the procedes will be donated to help with the upkeep of OASIS.

• Social Behavior in Autism - One of the most characteristic symptoms of autism is a dysfunction in social behavior. Numerous reports written by parents and researchers have described this problem, and it is thought by many to be the key defining feature of autism. The social problems can be classified into three categories: socially avoidant, socially indifferent, and socially awkward.

• Social Skills Training in School - In the effort to tackle basic skills and then academic skills, social skills are sometimes left in the lurch. Schools are the primary social venue for children, but many schools are unsure how to fit social skills into their curriculum. Community organizations that convey the social graces to "normal" children, such as Scouting and religious youth groups, may be unprepared to deal with a child whose social skills are far behind his peers. And even children who interact well with their siblings may not be able to carry these skills over easily to socializing with unfamiliar children and adults. (Requires Adobe Acrobat Reader )

• Social Stories: - Many persons with autism have deficits in social cognition, the ability to think in ways necessary for appropriate social interaction. For example, theory of mind describes the difficulty autistic individuals have in assuming the perspective of another person. This can be addressed by a technique which is used to help individuals with autism 'read' and understand social situations. This technique, called 'Social Stories,' presents appropriate social behaviors in the form of a story. It was developed by Carol Gray and seeks to include answers to questions that autistic persons may need to know to interact appropriately with others (for example, answers to who, what, when, where, and why in social situations).

• Social Stories: Even More - help to preview and plan for an activity and analyze a situation when things did not go so well.  The following are some of the stories I have written for our son.  For more detailed information on social stories, I highly recommend Carol Gray's work.  

• Social Stories, Comic Book Conversations, and Thinking Stories by Carol Gray are perhaps the most well-known method of helping teach social behaviors. For information about her stories and books Click Here For examples of Social Stories and loads of wonderful information visit her her web site at  www.TheGrayCenter.org

• STEPS Forward: Inclusion Research Page

• Strategies for Surviving Middle School with an Included Child with Autism - a parents perspective

• Social Thinking and its Impact on Academics - As a teacher and parent of children with Autism and Asperger Syndrome I have begun to notice a pattern in the academic development of the higher functioning children.  They seem to start out well then fairly quickly fall behind as they progress through the primary grades. 

• Talking to Children About Their Strengths and Weaknesses - "I must be stupid" , "I was born to lose" , "I don't have the brains to right rite" , "No matter what I do, I disappoint my parents"  - These statements accompany the pathetic sighs of children who misunderstand themselves. They are students with differences in learning that are causing them to underachieve and lose motivation. They have little or no understanding of why and how they are having to contend with the humiliation of failure in school. The thoughts such students harbor about their own minds are more pessimistic than they need to be. They may not admit to "feeling dumb," but they frequently conceal within themselves such beliefs. These gloomy sentiments commonly lead to a deteriorating attitude toward school, defiant behavior, depression, and plummeting self-esteem. The cycle must be broken. Demystification is a process that can be  used to prevent or treat children's dangerous self-misunderstandings.

• The Teacher's Role in Developing Social Skills - Playing with friends is a daily ritual for most children. But kids with learning disabilities are often isolated and rejected. Their problems making and keeping friends are compounded by their poor social skills. The challenges confronting learning disabled children in their lives both in and out of the classroom are examined in this video program designed for both teachers and parents.

• Tips for Starting a Social Group - This social group has produced some long term friendships for the participants and their families, given the young people many unique experiences and created a lot of "just plain fun". The presentation discusses the group philosophy, how it's organized and maintained, what activities have been done, how activities are planned, their newsletter, problems encountered and other relevant information.

• Teaching Social Skills - Seating students together is not enough to ensure teamwork. Many kids have very little idea how to interact appropriately with their classmates. They simply lack the social skills needed to perform the most basic cooperative tasks. Lack of social skills is probably the biggest factor contributing to lack of academic success in teams. Fortunately, social skills can be taught just like academic skills. If you use a systematic approach like the one described below, you'll find that your students CAN learn how to interact appropriately and become productive team members.

• Teaching Social Skills To Kids Who Don't Have Them - Social skills are those communication, problem-solving, decision making, self-management, and peer relations abilities that allow one to initiate and maintain positive social relationships with others.  Deficits or excesses in social behavior interfere with learning, teaching, and the classroom's orchestration and climate.  Social competence is linked to peer acceptance, teacher acceptance, inclusion success and post school success

• Teaching Social Skills in Middle School - Welcome to our web site designed for middle school educators, who seek to incorporate the instruction of social skills into their lessons. This web site provides the resources to teach social skills as a seamless part of reinforcing the instruction of state mandated language arts curriculum

• Teaching Tolerance - Abe, a diminutive six-year-old, returned to school after a two-day absence and discovered his Lego rocket ship had been dismantled, its pieces recycled to form other children's constructions. His eight classmates, all learning disabled children aged five, six, and seven, having responded to the musical theme which is the daily call to Morning Meeting, were gathering at the round table which serves as our classroom's social, academic, and emotional center. As the music ended, Abe screamed at a decibel level capable of reaching an outer planet, "My rocketship is destroyed!" and turned over the bin which contained enough Legos to build an adequate space station. The din was followed by a hush broken only by Abe's rageful sobs and screams. Moments passed before Tony offered the words which began the process of diffusing the tantrum 'Abe, you're awful upset but you have to tolerate it." A flood of language followed as each of the children offered apologies, solace, and strategies.

• "Understanding and Teaching Friendship Skills" by Tony Attwood, PhD author of Asperger Syndrome: A Guide for Parents and Professionals and Carol Gray of Social Stories. This article is a link to Dr. Attwood's webpage Please take time to read other articles on his page and check his presentation schedule.

• Using Social Stories to Ease Transitions - one of the greatest challenges for families and teachers is a young child’s successful transition to a new school experience. To become more sensitive to the needs of children, early childhood teachers have long focused on the transition process itself.  And activities such as open houses, home visits, and creating a gradual entrance into the school day are quite common.

• You’ve Got to Have Friends - Cesar is one of the more popular children in his preschool class. He often lands his classmates in creating unusual and fun imaginary games. He readily shares toys and materials, often proposing a trade that works for all. Cesar laughs a lot, he is enthusiastic, and he almost always says, “Yes” when a classmate asks him to play or has a different play idea. Cesar also says nice things to his classmates and acknowledges their accomplishments. When it is time to choose a friend for an activity Cesar is always in great demand. (Requires Adobe Acrobat Reader )

Contact the Families Together Center near you for more information