One of
the key factors for success in life for children with disabilities is having
good social skills. This can affect
everything from early childhood to school to adult life.
What are Social Skills?
Social Skills are how children
interact and communicate with those around them. This includes their peers as well as
adults. Social skills affect how well
children get along at home and school.
They have implications for success in academic life, community living,
and employment in adulthood. In fact,
social skills are the largest barrier for successful employment for young
adults with disabilities.
One tool for success in helping children
with social challenges is the use of Social Stories. The stories explain what will happen and
prepare the child for the event. The
stories are used repeatedly so that the child knows what to expect. This allows students to avoid feeling
overwhelmed and acting out, so they are more successful. Sometimes a “social autopsy” will be done
with the student after an event that didn’t go well to discuss what went wrong
and how to improve next time.
Many students, especially those with developmental disabilities, benefit from Social Skills instruction. In some cases, a psychologist can work one-to-one with a student until they are ready to work in a group, where it really counts. Some parents choose to do this privately through their health insurance. However, Social Skills is a “related service” under the Individuals with Disabilities Education Act (IDEA.) This means that it can be put into a student’s Individualized Education Program (IEP) and offered during the school day. Just like other related services such as speech, physical, or occupational therapy, Social Skills instruction should be listed with duration (how many minutes) and frequency (how often each week) and as an individual or group
School Age
Many students, especially those with developmental disabilities, benefit from Social Skills instruction. In some cases, a psychologist can work one-to-one with a student until they are ready to work in a group, where it really counts. Some parents choose to do this privately through their health insurance. However, Social Skills is a “related service” under the Individuals with Disabilities Education Act (IDEA.) This means that it can be put into a student’s Individualized Education Program (IEP) and offered during the school day. Just like other related services such as speech, physical, or occupational therapy, Social Skills instruction should be listed with duration (how many minutes) and frequency (how often each week) and as an individual or group
activity. Support for developing and enhancing social
skills can also be provided in before- and after-school and summer programs if
needed.
Transition to Adult Life
It is essential that families start
early with Social Skills and then enhance these skills during transition. There are opportunities in school called
Structured Learning Experiences or Community Based Instruction. These offer students an opportunity to practice
employment and social skills in a structured environment with support. The most important component is that this
takes place in the community. Students
who participate in these programs are more likely to be successful and
independent, which is a plus for families who may no longer have to be
caregivers through the lifespan.
Successful transition to adult life will maximize the potential of the
individual with special needs so that they can live independently to the best
of their ability.
Resources
Carol Gray’s Social Stories
Social Skill Autopsies: A Strategy to Promote and Develop Social
Competencies
Parent Center Hub: Social Skills and Academic Achievement
U.S. Department of Education: Guide to the Individualized Education Program
(see section on “additional guidance” which refers to social skills and the law)
Wrightslaw:
Is the school required to provide social skills training?
Helpful Contacts:
Parent Training and
Information Centers
PTIs help families with special
education, including getting social skills on IEPs. PTIs can be found at http://www.parentcenterhub.org/find-your-center/
Centers for Independent
Living
CILs maximize skills
needed for independent living, including social skills and self-advocacy. CILs
are found at http://www.ilru.org/projects/cil-net/cil-center-and-association-directory
Remain Hopeful,
Lauren
Lauren Agoratus is a parent/advocate
who works for the Statewide Parent Advocacy Network and serves as the NJ
Coordinator for Family Voices (www.spanadvocacy.org), a national network that works to “keep families at the center
of children’s healthcare” at www.familyvoices.org or FB www.facebook.com/pages/Family-Voices-Inc-National/137783182902269. She also serves as NJ representative
supporting caregivers across the lifespan for the Caregiver Action Network
(formerly National Family Caregivers Association) in a volunteer capacity at http://caregiveraction.org/ or FB www.facebook.com/CaregiverActionNetwork.
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