Navigating the complex and ever-changing world of peer relationships in middle school can be hard for any student. Students with disabilities often find it particularly challenging to establish friendships with their typically developing peers. In "Social Relationships and Peer Support," authors Martha Snell and Rachel Janney offer some suggestions for school administrators on improving the school environment and building positive peer relationships.

Remember that adults are role models for students. It is essential that all teachers, administrators, paraeducators, and other school staff express positive attitudes about students with disabilities and use person-first language and gestures that communicate respect and comfort.

Teachers should encourage students to treat classmates with disabilities as they would each other, with language and voice tones that are age-appropriate.

Have a disability awareness activity or day. Invite adults with disabilities to speak about their experiences, and plan an activity where students simulate having a disability. Students can use assistive equipment, such as a wheelchair, or simulate an invisible disability, such as dyslexia or mental retardation.

Create peer networks that can serve as support groups as well as provide social opportunities. Teachers can select several typically developing students to welcome a student with a disability who they already know into their social group. An adult facilitator then meets regularly with the peer network to talk about their interactions and activities together and schedule time where the students can hang out during the day, such as lunch period. Meetings can also be used to brainstorm strategies for how the typically developing students can improve the social skills of the student with a disability.

While adult facilitation can be helpful in creating social opportunities for students with disabilities and their typically developing classmates, teachers and paraeducators need to make sure their involvement does not hinder peer interactions. Don't control or dominate conversation and don't speak for a student with a disability or hold materials for them. Teachers should work with paraeducators on defining their roles in teaching and promoting peer interaction.

Copyright (c) 2002 by Paul H. Brookes Publishing Co., Inc. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission.