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Frequently Asked Questions

Forum References FAQ's Quiz Lecture Introduction Q. Isn’t planning for friendship rather artificial and not a necessary goal?
A. While friendships cannot be forced, they can be facilitated and nurtured. Friendships are seen by many people as a necessity, not a luxury. This skill is one that needs direct instruction for students with ASD. Assuming that friendships will just “happen” in regular education classes as long as typical peers are around is in direct opposition to how children with ASD learn. (Question taken from Wisconsin School Inclusion Project, Team Planning Packet, 5/95)

Q. Won’t students feel it is unfair if certain students get special accommodations?
A. The issue of fairness can be addressed by helping students understand that everyone will get whatever they need in order to succeed and to be able to interact with other students. When the need for help is viewed as a common, natural occurrence, students will not view help as preferential nor as stigmatizing. They will actually become accommodating of each other’s challenges and may come to truly appreciate their accomplishments. (Question taken from Wisconsin School Inclusion Project, Team Planning Packet, 5/95)

Q. Won’t discussing differences make some students feel uncomfortable and/or singled out?
A. By openly discussing differences, teachers are acknowledging and validating the unique characteristics each student possesses. Teachers are giving permission and making it clear that it is all right to talk about these differences. Through such discussion and sharing students come to realize all the areas of similarity people share. (Question taken from Wisconsin School Inclusion Project, Team Planning Packet, 5/95)

Q. Won’t the students who are providing help be missing out on opportunities to work on their own goals?
A. It is the responsibility of the classroom teacher to balance the amount of time students work in a supportive role with the amount of time they are working on their own goals. However, there are many academic and social benefits connected to serving as the helper. For example, students have the opportunity to strengthen their skills through teaching others and learn to appreciate the strengths and challenges other students face. (Question taken from Wisconsin School Inclusion Project, Team Planning Packet, 5/95)

Q. Is there a published Circle of Friends curriculum?
A. Wouldn’t that be a great tool? However, a specific curriculum is not found in prepackaged format. Numerous tools can be used to create an individualized Circle of Friends. Books, tapes, videos, and other sources available can be blended to fine-tune your individual circle. Materials are listed in the Resources section of this module that have been used by others to create circles. Each curriculum is developed with an individual student’s needs in mind, as well as age, ability, and strengths.

Q. What happens when ALL of the students want to be part of a circle for the student?
A. You should be thrilled to have such a positive and supportive class! All students can be included. You can divide them into the quarterly progress periods and rotate students throughout the year. You can do weekly whole-class activities, such as Bingo games, making Silly Slime, etc., as well as small group circles.