Project Description
This project aims to address a high school's needs, focusing on peer relationships between special education students and typically developing students. Kuutti et al. (2022) state that relationships and peer engagement are essential to all children regardless of possible physical, socioemotional, verbal, or cognitive dysfunctions. Sigstad (2018) found that students with intellectual disabilities may not have the necessary social skills to initiate social interactions, so they are of assistance. Through course instruction via workshop events, typically developing students and instructors can learn to interact with students with disabilities to create those needed relationships within an inclusive school setting.
Mission Statement
To create inclusive relationships between high-school general education students and students with disabilities through education and awareness for promotion of social engagement.
Vision Statement
To create a curriculum that improves general education students’ knowledge about inclusion practices that can be used to increase social engagement between them and their peers with IDD.
Project Details
Areas of Focus
Education & Advocacy.
Target Population
General education & special education high-school students.
Primary Site
Needs Assessment
- According to Estell et al. (2008), 80% of SWD are rejected by typically developing peers; these students also report low social competence, are relegated to playing alone and are identified as having social skill deficits and lower social status than their typically developing peers.
- SWD frequently have friends that also have a disability. This association may be a result of a free or forced choice. Students with disabilities do not always have the same opportunities or pool of peers to choose friends from (Estell et al., 2009).
- Carter and Hughes (2005) explain that interactions between SWD and their peers play a role in academic, functional, and social skill development, social competence, attainment of educational goals, increased friendships, and enhanced quality of life.
- Based on Carter’s (2018) research on effective interventions for supporting the social life of SWD, peer mentors felt that they did not have the proper skills and strategies to work alongside students with communication deficits, behaviors, or those with extensive needs.
- Social interaction between SWD and their peers increased substantially following peer-mediated social network intervention. This specific intervention included but was not limited to the recruitment of peers, feedback and planning meetings with adults, scheduled interactions with SWD, feedback on peer performance, and social skills training (Carter & Hughes, 2005).
Literature Review
Inclusion
Social inclusion allows all members and groups to participate in society with the underlying goal of improving the dignity of members and adapting the environment to support all individuals (Yeo & Tan, 2018).
Equity
Carter (2018) states, “Efforts to improve students’ skills, prepare their peers, and strengthen available supports are unlikely to elevate social outcomes unless coupled with ongoing opportunities for students to spend time together.”
Over time, if in-person interactions are frequent enough, friendships will form, and students with disabilities (SWD) will feel they are socially accepted. Individuals of all abilities deserve to be accepted in school and treated fairly.
Effects of Peer Rejection
A dissimilarity between SWD and typically developing (TD) students may be their ability to initiate conversations that lead to friendships, which may also cause neglect. Many adverse side effects result from social rejection. “Continuous peer neglect in childhood causes long-lasting social, cognitive, and health-related problems” (Kuutti et al., 2022).
Intervention to Support Inclusion
Programs that target inclusion practices should include information that informs TD students about general disability, common difficulties associated with disability, and SWD abilities and how they can participate in school activities (Nota et al., 2019).
Implications for Occupational Therapy
“It is important that the actions of the occupational therapist are not restricted only to the student with disabilities in the classroom” (Fonseca et al., 2018).
Nota et al. (2019) developed training for TD students about disability and inclusion practices. Numerous teaching techniques were used to present the information, such as social reinforcements, informational feedback, modeling, real-life stories, role-playing, small groups, and homework assignments. Following the training, there was a significant increase in positive daily interactions between TD students and SWD.
Accomplishments
- Developed increased knowledge by the completion of at least one educational course in the related topic of the project.
- Created a training module about inclusion and on ways to communicate with students with disabilities, based on the needs of the school. The interactive presentation reached ~360 high-school students.
- Demonstrated in-depth skills in advocacy for the special education population by hosting at least one workshop event with a group of general and special education students for the purposes of increasing inclusion in social engagement throughout the school setting as evidenced by data following a pre- and post-test on confidence in competency.
- Gained competency in inclusion, through evidence-based research, local data, observations, and interviews, to inform general education students about the importance of inclusion through creation of an infographic.
- Observed school-based occupational therapists during one-on-one sessions to gain knowledge of the profession in this setting.
- Assisted occupational therapists and a speech therapist in a group activities to various special education classrooms to better understand classroom dynamics and to immerse self into high school community.
Contributors
Project Lead
Mary Kate Neary served as the creator of this project. She holds a Bachelors of Science in Exercise Science from Indiana State University. She is expected to graduate from Huntington University with a Doctor of Occupational Therapy degree in April of 2024.
Expert Mentor
Molly Condon specialized as the expert mentor for this project. Molly holds a Masters of Art in Education in Special Education from Saint Xavier University. She currently works as a case manager for the Chicago Public Schools.
Faculty Mentor
Dr. Patricia Henton, OTD, OTR/L, ICA, CEIM served as the faculty mentor for this project. She completed a Doctor of Occupational Therapy degree with an emphasis in Pediatric Science. She currently is an assistant professor at Huntington University.
Curricular Threads
Christ
"Honor all people. Love everyone.” - I Peter 2:17
Scholarship
By completing 560 hours in the practice areas of education and advocacy, I have grown intellectually by immersing myself into my project.
Service
Through education and advocacy, I provided students with a safe, inclusive environment that ultimately created an opportunity for social engagement for students of all abilities.
Future Directions
- Due to my positive experience while completing my capstone, I plan to work within the pediatric population following graduation. I feel this capstone experience has allowed me to continue to find my passion for working with children and teenagers in this setting. I look forward to continue advocating for individuals with disabilities and the underserved population. I believe that with my education and life experiences, I can provide others with care and resources that are essential for their growth, independence, and quality of life.
- I plan to continue educating general education students on disability awareness and communication tips to increase friendships amongst students of all abilities. A few of my ideas include lunch buddies, peer mentors, and pen pals. I look forward to my future as an occupational therapist and I hope to make a difference in many lives!
Contact Information
Email: mkneary23@gmail.com
References
Carter, E. W. (2018). Supporting the social lives of secondary students with severe disabilities: Considerations for effective intervention. Journal of Emotional and Behavioral Disorders, 26(1), 52–61. https://doi.org/10.1177/1063426617739253
Carter, E. W., & Hughes, C. (2005). Increasing social interaction among adolescents with intellectual disabilities and their general education peers: Effective interventions. Research and Practice for Persons with Severe Disabilities, 30(4), 179–193. https://doi.org/10.2511/rpsd.30.4.179
Estell, D. B., Jones, M. H., Pearl, R., & Van Acker, R. (2009). Best friendships of students with and without learning disabilities across late elementary school. Exceptional Children, 76(1), 110–124. https://doi.org/10.1177/001440290907600106
Estell, D. B., Jones, M. H., Pearl, R., Van Acker, R., Farmer, T. W., & Rodkin, P. C. (2008). Peer groups, popularity, and social preference: Trajectories of social functioning among students with and without learning disabilities. Journal of Learning Disabilities, 41(1), 5–14. https://doi.org/10.1177/0022219407310993
Fonseca, S. P., Sant’Anna, M. M. M., Cardoso, P. T., & Tedesco, S. A. (2018). Detailing and reflections on occupational therapy in the process of school inclusion. Cadernos Brasileiros De Terapia Ocupacional, 26(2), 381–397. https://doi.org/10.4322/2526-8910.ctoao1203
Kuutti, T., Sajaniemi, N., Björn, P. M., Heiskanen, N., & Reunamo, J. (2022). Participation, involvement and peer relationships in children with special educational needs in early childhood education. European Journal of Special Needs Education, 37(4), 587–602. https://doi.org/10.1080/08856257.2021.1920214
Nota, L., Soresi, S., & Ginevra, M. C. (2019). School inclusion of children with intellectual disability: An intervention program. Journal of Intellectual and Developmental Disability, 44(4), 439–446. https://doi.org/10.3109/13668250.2018.1428785
Sigstad, H. M. H. (2018). The role of special education teachers in facilitating peer relationships among students with mild intellectual disabilities in lower secondary school. Journal of Intellectual Disabilities, 22(4), 378–393. https://doi.org/10.1177/1744629517715788
Yeo, L. S., & Tan, S. L. (2018). Educational inclusion in Singapore for children with physical disabilities. Asia Pacific Journal of Education, 38(2), 175–186. https://doi.org/10.1080/02188791.2018.1460253