Building Social Interactions in the General Ed Class

Many students struggle with social interaction. One major reason that parents seek full inclusion for their child to build the social skills necessary so that they may develop relationships and relationship skills to last throughout their life. Students with autism spectrum disorder (ASD) have a great need for social interaction as they have fewer friendships and an increasingly more difficult time of being included as they transition to middle school and high school (Able et al., 2015). Typically developing students are not sure how to interact with students with ASD and the same goes for students with ASD. Many students with ASD excel in academics have a hard time when others would struggle with the same content and/or do not strictly follow the same rules (Abel et al., 2015).

A great place to start is in the beginning of the year when all of the students are in a new environment. It is important to discuss how to have positive interactions in the classroom. Each student should have an understanding of how to interact with others, how to have disagreements without hurting each other's feelings, what it means to be different, and how to support each others weaknesses and celebrate strengths. There are many ways to do this regardless of age. The earlier that students understand how to build positive relationships the better for their lives and social interactions throughout their school careers. One fabulous activity about monitoring ones words is the  toothpaste squirt lesson, from Corkboard Connections, where students see that spoken words are like toothpaste, once it is out it cannot go back. While these activities help the entire class, students with ASD continue to struggle with many social aspects described in Views from the trenches: Teacher and student supports needed for full inclusion of students with ASD:

• Social-relationship needs: Social skills is a deficit in individuals with ASD and are usually seen playing alone at recess, are isolated, remain fixed on their own interests (thinking and talking about one subject especially when peers are talking about and doing other things). There is a lack of understanding of what social rules exist and how to follow them. Bullying is also a major concern and problem for individuals with ASD. 

• Social-academic needs: As stated from above a major strength for students with ASD (typically those with Aspergers) is academic skills. One contingency for students to enter into full inclusion is the need for the students academic skill to fit the class. As most with ADS like learning (not necessarily school) they have difficulties when their peers do not take school as serious as they do and may even call their peer names when others do not understand the content as well as they do.
• A need for self-advocacy skills: Students need to understand and be able to express to their teachers and peers what their strengths and weaknesses are. It is important to know how to ask for help or clarity when they do not understand what is expected of them in a given situation. 
• Peer-related needs: There is a need for peers to understand what special needs are and what it means to be someone with special needs. Every person is valued and necessary to make the classroom complete. As students get older the need for social acceptance increases and the expectations of each person is to be socially acceptable and display socially acceptable behavior. Association with someone who does not follow these rules may be bullied or ostracized. 

Recognizing these needs a first step and there is much that can be done to alter the social climate in and out of the classroom. Students should be empowered to understand how to take ownership of their own behavior and how to react to others in difficult situations (Ackerman, 2007). Explaining and practicing appropriate behavior will ensure the classroom to be a welcoming and safe environment to learn in.

Resources

Able, H., Sreckovic, M. A., Schultz, T. R., Garwood, J. D., & Sherman, J. (2015). Views from the trenches: Teacher and student supports needed for full inclusion of students with ASD. Teacher Education and Special Education, 38(1), 44-57. doi:10.1177/0888406414558096

Ackerman, B. (2007). Praise: Effectively guiding student behavior. Colorado Springs, CO: Association of Christian Schools International.