Responses from teachers:
I teach my students different types of greetings and responses from formal to informal.
They can say, “Hello, how are you?” Or they can do high fives or fist bumps.
At lunch time and recess we teach question asking and answering, “How was your weekend?”
“What did you do last night?” “Do you like fish sticks?” Once the student has practice asking,
listening to the answer and responding, it becomes easier to do again and again. Sometimes the
peer has to be taught how to listen to my student, because the response might not be typical.
I look for students who seem interested out on the playground and around school. The educational
assistants or I strike up a conversation with the students and encourage interactions by modeling
and giving suggestions.
Then we set up a “training” on disabilities, communication and sensory integration.
Read: I’m OK, You Have a Mannerism
Once the general education peers see that my students are just like them and have the same interests,
theyï¿½re more comfortable interacting.
I look for things that my students may have in common with their general education peers that they can
engage in at school, such as a favorite activity or sport at recess. There is some element of training from
my staff, whether it be informal moment-to-moment information on how to interact or an opportunity to
meet with the general education peer at a later time to talk about disabilities, communication and sensory