Socials Supports In The Inclusive Education

I want to talk about how provide social supports to the students that have disabilities as a paraprofessional. I want to highlight five specifics strategies based on Julie caution perspective. Theimportance of friendships, the velcro phenomenon, natural supports, supporting structured time, and teaching the rules of social interaction.

As a paraprofessional should assure the students toenhance their social coexistence, in order to achieve this goal, the paraprofessional has to be aware how important is the friends for the student with disability and is a good advised giving theirown space to interact with their peers as friends when the opportunity arrives, step away and focus in other students or tasks. Let them to build their own relationships. Also, prevent the Velcrophenomenon (placed the paraprofessional right beside to the student) reinforce in the students the ability to work with other peers, ask them for help. It increases their independence and interdependence.Giving natural support leads to decrease the dependence on adult support. They need their independence and the paraprofessional should create new situations to let them get thisimportant goal. Avoid to spent the majority of time with them, so avoid to reserved a chair next to the these student, trying to keep them in the classroom as long as possible to promote more independence,peers support, and interdependence allowing teaching how to ask others for help when struggle to complete a task by themselves. During instructional time give the support to the whole class answeringtheir questions, treat the students with disability in the same way than others, direct and praise them quietly. And teach the rules of social interaction in away skillful any time in or out theclassroom while they are interacting with others giving them tips to continue with the friends.


References
Causton Julie, The Paraprofessional’s Handbook for Effective Support in Inclusive...