DRAFT - February, 1999

               

THE MADISON SOCIAL RELATIONSHIP INVENTORY

Lou Brown, Alice Udvari Solner, Grace Courchane,

Kate Stanton Paule, Nancy Caldwell Korpela,

Jack Jorgensen, Jacqueline Philpott,

and Margaret Keeler

University of Wisconsin (UW)

and

Madison Metropolitan School District (MMSD)

Name of Student                                    

The information contained in this manual was gathered

from         to        , 199 

                                    

The development of this inventory and the associated manuals was supported in part by Grants H086D00020 and H029D80019 to the UW and the MMSD from the U.S. Department of Education, Office of Special Education and Rehabilitative Services, Special Education Programs, Divisions for Educational Services and Personnel Preparation.  

Table of Contents

Section										Page

I.	Introduction ---------------------------------3

		The Problem -----------------------------	3

		The Student -----------------------------	5

		The Relationships of Concern ------------	6

		An Overview ----------------------------	7

		Implementation Suggestions -------------	9

II.	The Student Profile -------------------------	12

III.	Values --------------------------------------	40

IV.	Comparing Values to Realities ---------------	44

		Eating Relationships -------------------	44

		Travel Relationships -------------------	100

Tutor Relationships --------------------	171

Extracurricular Relationships ----------	202

After School-Weekend Relationships -----	230

Regular Education Relationships --------	279

V.	Summary and Preferences ---------------------	298

VI.	Selecting Relationships for 
Development – The Manuals -------------------	305

	References -----------------------------	309

	Additional Contributors ----------------	312

I.  Introduction

The Problem

"Kids laugh at me because of the way I walk and run and talk... I just want one day where no one laughs at me or makes fun of me." (Wisconsin State Journal, 12/18/93).

"He...is well liked by his teachers and the office staff, and...doesn't have one friend at school.  No one to 'spend the night,' eat lunch with, or even talk with" (Daniel, 1987).

"Perhaps our family will learn to deal with the fatigue and stress we feel in knowing Aaron's only opportunities come from his mom, dad, or brother... and it will probably always be that way.  Perhaps we'll resign ourselves to the despair that by making "special" camps and recreation, the community has effectively excluded Aaron from almost everything that is typical, regular, easily available and low cost" (Ulrich, 1989).

"Now she has graduated.  Her days are long.  Her many friends have gone their ways and there is no one to visit with except the many older adults living near.  There is no one to laugh with when something funny happens, and no one to giggle with when a moment of happiness brings a smile to her lips.  She deserves better than this"  (Bennett, 1984).

The anecdotal reports of the parents above have been supported by the judgments of a variety of professionals (Amando, 1993; Biklen, 1992; Buckley & Bellamy, 1986; Cheney & Foss, 1984; Cole & Meyer, 1991; Forest, 1984; Gaylord-Ross & Chadsey Rusch, 1991; Hagner, 1989; Haring, 1991; Hayden, Lakin, Hill, Bruininks, & Copher, 1992; Kennedy, Horner & Newton, 1989, 1990; Kiernan & Bruininks, 1986; Kregel & Wehman, 1989; Rhodes, Sandow, Buckley & Albin, 1991; Schalock, McGuaghey & Kiernan, 1989; Shafer, Rice & Metzler, 1989; Taylor & Bodgen, 1987).

Van Deventer et al. (1981) reported that graduates with severe intellectual disabilities of the MMSD from 1971-1978 led unduly constricted vocational and social lives.  While two subsequent follow-up studies of MMSD graduates reported more integrated vocational outcomes, limited social relationship ranges remained typical of postschool life (Brown et al, 1983; Brown et al., 1987).

The problem is longitudinal because the social lives of individuals with severe disabilities of all ages are terribly barren.  The problem is comprehensive because a reasonable array of social relationships is absent in almost all instances.  The problem is intense because the loneliness is unbearable and tremendous pressures are placed upon families.  The problem creates terrible inefficiencies because people must be paid to be with them when they could enjoy much more humane and productive relationships at less or no cost.  Finally, even those who do have social relationships with nondisabled persons are almost always dominated by adults in roles of authority.  Far too often, this is patronizing and demeaning.

In sum, individuals with severe intellectual disabilities have extremely limited relationships with nondisabled persons.  If their social lives are to be enhanced, educational policies and practices that engender a wide array of meaningful relationships across a life space must be designed and implemented.  This inventory and the six associated manuals represent attempts to help realize this most important quality of life objective.

The Student
The "Student" refers to an individual who functions, or who is perceived to be functioning, intellectually within the lowest 2% of a naturally distributed school age population.  Historically, IQ scores of approximately 50 and below and such labels as autism, multiply handicapped, cognitively disabled, psychotic, dual sensory impaired and moderately, severely and profoundly retarded have been used to describe her/him.  Chances are great that he/she experiences communication, cognitive, social, physical, behavioral, sensorimotor and/or other difficulties in kinds and degrees reasonable persons would consider severely disabling (Sailor, 1988).  

Disabled, in this context, means "not able to".  If the label significantly or severely disabled is validly assigned, it is interpreted to mean that at least the learning and performance characteristics presented below are operative.  These and associated characteristics cannot be denied, ignored, or minimized in importance.  Neither can they be used to exclude or reject the student from integrated social experiences. Specifically, the student:

is likely to learn fewer skills than 98% of all others of the same chronological age;

needs more instructional opportunities and time to learn than almost all others;

will experience more difficulties transferring and generalizing that learned in one setting to others than almost everyone else;

will be among the lowest 2% of all those rated on any measure of adaptive behavior;

can learn much, but only that in the lowest difficulty ranges;

is considered "significantly delayed" in all academic subjects; and

is likely to forget more than all others if individually meaningful practice is not arranged.  If allowed to forget, he/she will need more instructional opportunities and time to relearn that which was forgotten than almost all others.

The Relationships of Concern
A social relationship refers to a culturally respected, mutually satisfying and constructive interaction between a student who is severely disabled and a nondisabled schoolmate.  A supportive companion is a competent, supervised and evaluated nondisabled schoolmate who assists, guides, protects, watches out for or otherwise assures that all goes well for a student with disabilities as they participate in meaningful activities together.  The extra support provided makes the relationship different than those between most nondisabled peers.  In this inventory, the social repertoire of a student will analyzed in relation to six kinds of relationships:
		Eating Relationships;
		Travel Relationships;
		Tutor Relationships;
		Extracurricular Activity Relationships;
		After School-Weekend Relationships; and
		Regular Education Relationships.

The six are representative and overlapping, not exhaustive or mutually exclusive.  In practice, it will be relatively rare for only one nondisabled peer in a group to function as a supportive companion.  Romantic and sexual relationships, those with someone who is also disabled, with neighbors and with much older nondisabled persons, except for coworkers and travel companions, will not be addressed.

True Friendships are among the most important relationships in the life of anyone.  They are addressed only peripherally because precise strategies for developing them are not known to the authors.  Perhaps as knowledge and experience accrue, actions that directly result in the development of True Friendships with nondisabled persons will be feasible.  However, it is hoped that by developing a wide array of other relationships, True Friendships will evolve.

An Overview
First, basic information about the student must be gathered and displayed in the form of a Student Profile.  The purpose of the profile is not to induce the meaningless rerecording of information readily accessible elsewhere, but to provide efficient access to important facts.

Second, values relevant to a fair and decent social life are presented.  As all values that should guide the development and enhancement of a social life cannot be articulated, users are strongly encouraged to adjust and supplement those presented. There are instances in which a phenomenon, as manifested in the life of a student, may not be in literal accordance with some of the values presented.  Nevertheless, unusual circumstances may be operative that make it "acceptable", "the best we can do with what we have" or "justifiable under the circumstances."  However, the actual reasons such phenomena are considered "acceptable" must be clearly stated, scrutinized carefully and rejected unless absolutely necessary.

Third, the realities of six kinds of social relationships will be compared to the standards embodied in the values.

Fourth, if the Individualized Educational Program (IEP) team and the significant others in the life of the student decide that her/his social life is not in reasonable accordance with the values, the social relationship preferences of the student, his/her parents/guardians, teachers and significant others will be determined.

Finally, the IEP team must then prioritize and select the specific social relationships that will be developed.  After the selections have been made, users are referred to the six associated social relationship development manuals.  For example, if the IEP team selects travel relationships for development, those responsible are referred to the manual entitled Developing Travel Relationships Between a Student Who is Severely Intellectually Disabled and Nondisabled Schoolmates.  If the IEP team selects tutor relationships for development, those responsible are referred to Developing Tutor Relationships Between a Student Who is Severely Intellectually Disabled and Nondisabled Schoolmates.  If the social relationships selected for development are not addressed in one or more of the six manuals, users are encouraged to seek relevant material elsewhere and/or develop an appropriate local strategy.

Implementation Suggestions
First, this inventory is offered as a strategy rather than a recipe.  Users are encouraged to modify, localize, individualize and supplement any component whenever necessary.  It will be necessary to copy or modify many of the charts and forms and to add to the information requested.

Second, the more disabled the student, the more comprehensive and detailed must be the information considered.  However, it is not intended that valuable time be spent gathering unnecessarily precise information.  Reasonable estimates based upon the direct experiences of the significant persons in the life of the student usually will be acceptable.

Third, most of the activities associated with this inventory are considered components of a legally required IEP.  As such, they should be afforded the respect and professional scrutiny ascribed any other component.  However, it is usually more effective if one or two concerned, competent and responsible persons compile information, organize meetings and assimilate ideas into plans of action.  Although a professional may coordinate such activities, the student and the significant others in her/his life must be directly involved.  When earlier versions of this inventory were being developed, several well intentioned professionals chose not to involve parents/guardians in order to save time and trouble and to "spare them the heartache" of confronting the realities of a meager social life.  There may be occasions when some parents/guardians are unable to participate directly. Nevertheless, school officials have the responsibility to do everything reasonable to facilitate and maintain whatever involvement is feasible because:

Parents/guardians have important information about their child that is not otherwise accessible to professionals;

The social dynamics of an entire family must be considered if the relationships selected for development are to be realized; and

Their participation from the very beginning of the social relationship development process increases the probability that the most natural, resource efficient, enduring and integrated relationships will be developed and maintained over extended periods of time.  Professionals come and go.

Fourth, as major components of the inventory are ideological in nature, it is extremely important that users develop and maintain a working familiarity with the values presented.

Fifth, it is extremely doubtful that the information required can be gathered and analyzed in a day or even a month.  Users are strongly encouraged to perceive the process as continuous and dynamic.

Finally, this inventory is designed to be used by anyone concerned with the social life of a student who is severely disabled.  It contains little professional jargon and can be implemented without highly specialized training.  It is not a "professional tool."

II.  The Student Profile

Much of the information required to complete this profile can be obtained from written records and telephone interviews of knowledgeable persons.  It is not necessary that all information be gathered in time consuming and costly face to face interviews or in a short period of time.  If the information requested is readily accessible in other documents, it can be referenced appropriately; e.g., "see 1994 IEP" and "refer to 1/2/94 Physical Therapy Evaluation."  It is not necessary that it be rerecorded here.

Current School Year                  

Graduation Date                      

Years Left in School Career 

Report the major reasons the student has been judged legally
eligible for Special Education and related services.

Record the IEP team members and the other persons who are directly involved in the completion of this inventory.

Name

      Student								                          

      Mother  							                                                  

      Father 							                                                   

      Brother							                                                   

      Sister							                                                    

      Special education teacher							                                 

      Regular education teacher 							                                

      Occupational therapist								                          
      Physical therapist								                          
      Instructional assistant 									                                  
      Job Coach  							                                               

      Coworker 							                                                 

      Work supervisor  							                                         

      Principal 							                                                

_____  ______________________  							

_____ _________________________							

_____ _________________________							                                                            

Student

Gender        M

              F

Address  							

                                                                 

Telephone - Home                         Work                    

Chronological Age 	          

Date of Birth   	             

Domestic

     	Home of biological Mother and biological Father

     	Home of biological Mother and 					                   

     	Home of biological Father and 					                  

     	Home of legal Guardian 					                          

     	Foster Home

     	Group Home

     	Institution

     	Nursing Home

     	Supported Apartment

     	Supported Home

								

                                                                
The total number of persons with disabilities who live in the domestic environment with the student is

               
The total number of persons who live in the domestic environment is

First names and ages of those who live in the domestic environment and their relationship to the student; e.g., parent, roommate with disabilities, sibling and live-in paid staff person.

	Name	Age	Relationship

                       	     						                         

                       	     						                         

Preferred future living environment

      Supported apartment

							

                                                                

                                                              FAMILY

Name of Mother 						                                                  

Address 						

                                                                 
Telephone - Home  			                                               

Telephone - Work 						                                                

Occupation  						

                                                                 
Typical Days and Hours Out of Home

	Days	Hours

	M	From           	To 			          

	T	From           	To 			          

	W	From           	To  						         
	R	From           	To 			          

	F	From           	To 			          

	S	From           	To 			          

	S	From           	To 			          

Name of Father  					                                                 

Address 							

Telephone – Home 		                                                 

Telephone - Work 		                                                

Occupation 		                                                       

Typical Days and Hours Out of Home

	Days	Hours

	M	From           	To           

	T	From           	To           

	W	From           	To           

	R	From           	To           

	F	From           	To           

	S	From           	To           

	S	From           	To           

Names and Ages of Siblings

	Name	Age

                       				     

                       			     

	     
Other significant persons in the life of the student

	Name	Relationship	Phone

                        	                          				          

Other Family Information

																																								
                                                                
EDUCATIONAL

School the Student Attends 				                                      

School the student would probably attend if she/he was not disabled 					                                                        

Regular Education Teachers  																												                                     

                                                                 
Special Education Teachers  																												

Persons Responsible for School-Postschool Transition, if applicable

                                                                
Based in Regular Education Classroom?

     	Yes

     	No

Based in Special Education Classroom?

     	Yes

     	No

Receives Instruction in Regular Education classrooms or classes?

     	Yes

     	No

Receives Instruction in Special Education classrooms or classes?

     	Yes

     	No

Receives Instruction in nonclassroom settings at school?

     	Yes

     	No

Receives Instruction in Nonschool Environments?

     	Yes

     	No

Other Educational Information

																																																																		

HEALTH - PHYSICAL

Primary Physical Disabilities

     	None

																																																						

Recurring Health Difficulties

     	None

																																																						

Chronic Health Conditions

     	None

																																																						

If seizures occur, report the type and frequency, the approved interventions and those who gave approval to the teacher to implement them or where such information can be examined.

Does the student have visual disabilities?

     	Yes

     	No

If "Yes," report the visual disabilities, the assistance needed and the adaptations utilized.

																																																						

Does the student have hearing disabilities?

     	Yes

     	No

If "Yes," report the hearing disabilities, the assistance needed and the adaptations utilized.

Report other sensory disabilities, the assistance needed and the adaptations utilized.

Other Sensory Information

Does the student have limitations when using his/her arms and hands?

     	Yes

     	No

If "Yes," report the limitations.

Does the student have limitations when using her/his legs or feet?

     	Yes

     	No

If "Yes," report the limitations.

                                                                
Does the student have limitations when using his/her head or neck?

     	Yes

     	No

If "Yes," report the limitations.

                                                                
Are there specific procedures required when positioning the student?

     	Yes

     	No

If "Yes," report the required positioning procedures.

Are there restrictions related to the activities in which the student can engage?

     	Yes

     	No

If "Yes," report the activity restrictions.

Other Physical Information

 
Diet

     	Normal

     	Liquid

     	Blended

     	Child size bites

     	Adult size bites

     	G-Tube consistency

Does the student have dietary restrictions?

     	Yes

     	No

If "Yes," report the restrictions.

Eating

     	Independent

     	With adaptations

     	With the assistance of another person

     	With the assistance of another person and with adaptations

																								

                                                                
Drinking

     	Independent

     	With adaptations

     	With the assistance of another person

     	With the assistance of another person and with adaptations

																														
Other Health-Physical Information

MOBILITY

Primary modes of ambulation.

     	Walks

     	Walks with personal assistance

     	Uses a walker

     	Uses a manual wheelchair - independently

     	Uses a manual wheelchair - dependent upon another person

     	Uses an electric wheelchair

Are there specific procedures required when transferring the student?

     	Yes

     	No

If "Yes," report the required transferring procedures.

Does the student require assistance when crossing streets?

     	Yes

     	No

If "Yes," report the assistance needed.

COMMUNICATION

Receptive Communication - Report the primary means through which the student receives information.

     	Spoken words

     	Gestures

     	Visual inspection of objects

     	Manual sign language

     	Colored line drawings

     	Written words

     	Photographs/Magazine pictures

     	Black and white drawings

     	Tactile contact with actual objects

     	Models-demonstrations

Other receptive communication information

 
Expressive communication - Report the primary means by which the student communicates information.

     	Spoken words

     	Gestures

     	Points to objects

     	Uses manual sign language

     	Makes facial expressions

     	Looks at objects

     	Electronic/computerized system

     	Looks at pictures

     	Points to pictures

     	Types

     	Engages in actions that communicate

     	Uses a facilitator

                                                                

Other expressive communication information

																																																												

BEHAVIORAL

Noteworthy or problematic behavioral characteristics.

     	None

Intervention strategies recommended.

     	None

																																																												

Intervention strategies not recommended.

     	None

Other Behavioral Information

TEACHING-LEARNING

Report notable learning characteristics.

                                                                
Report effective teaching strategies.

                                                                
Report ineffective teaching strategies.

                                                                
Other teaching-learning information

ASSESSMENT RELATED INFORMATION

From Psychological Reports

																																			

From Occupational Therapy Reports

																																			

From Physical Therapy Reports

From Speech and Language Therapy Reports

From Medical Reports	

From Social Worker Reports

From Educational Reports

Behavior Consultant Reports

							

																																										

OTHER INFORMATION

                                                                

III.  Values

Two strategies are often used to determine the relative acceptability of the social life of a student who is severely disabled.  One is to secure information about the social lives of appropriate nondisabled peers; then to secure similar information about the student; and then to compare the two clusters of information using important quantitative and qualitative dimensions.  A second strategy, which is not independent of the first, is to study the social life of a student in substantial detail.  Then, using the dreams, quality indicators, best practice standards, hopes and judgments of the student and his/her parents/guardians, teachers and significant others, determine if there are relationships that should be developed, eliminated or enhanced.

Values relevant to the social life of a student who is severely disabled are presented below.  Some emanated from analyses of the social lives of nondisabled peers and some were derived from the ideological and educational standards, beliefs and direct experiences of the authors, their colleagues and parents/ guardians.  Some are self evident when nondisabled peers are concerned, but must be clearly articulated and pursued vigorously when the social life of student who is severely disabled is being considered.  The values presented here are rather general.  More specific versions and extensions are contained in subsequent sections.
Factors that are extremely important in the life of a student who is severely disabled may or may not be so in the life of a nondisabled schoolmates.  For example, most nondisabled students do not utilize peer tutors.  However, they may be wonderful vehicles for building the social relationship range of a student with severe disabilities.  Additionally, nondisabled peers may prefer to go to and from school by themselves and to study alone with few, if any, negative effects on their social lives.  In contrast, it is extremely important that the students of concern go to and from school with nondisabled peers and experience other positive interactions with them after school and during weekends, holidays, etc.  If they do not, their social lives are almost always negatively effected.

If the student experiences a joyful, rich, varied and constructive social life, interventions on the part of professionals are unnecessary.  If, however, important social relationships are absent, underdeveloped or should be eliminated or enhanced, it is necessary and appropriate for professionals to assist in the design and implementation of corrective interventions.

The IEP of any student who is severely disabled is unacceptable, if it does not contain components that verify or engender a meaningful array of social relationships with nondisabled schoolmates that are expressed at school and in nonschool environments and during school and nonschool days and times.

In some instances, the student may not interact with sufficient number of nondisabled persons to allow the development of important social relationships.  If so, actions that increase the number of nondisabled persons with whom he/she interacts are necessary.

If nondisabled peers do not initiate actions necessary to establish acceptable social relationships or respond positively to the initiatives of the student, adults in authority must act accordingly.  Being alone all the time is worse than having someone arrange or facilitate your social opportunities.

A social relationship range should involve a rich variety of nondisabled persons who represent different genders, races, ethnic groups, income levels and other phenomena, if at all feasible.

The social relationships developed or enhanced should be expressed in the same places and during the same days and times they would be expressed if the student was not disabled, whenever reasonable.

Substantial efforts should be devoted to affording the student opportunities to function with one other nondisabled peer, in a small group of from three to seven nondisabled peers, as a member of team and as a spectator.

When the student is young it may be acceptable to focus on one or two kinds of relationships.  However, these few should be enhanced and new ones should be developed so that by age 22, a repertoire contains a rich and balanced range that is manifested in many appropriate school and nonschool environments, activities, days and time periods.

School officials and other significant persons in the life of the student have the responsibilities of arranging and verifying that social relationships developed at school are expressed in reasonable ways elsewhere.

Relationships should be maintained and enhanced with minimal obtrusiveness from adults in authority.  That is, they should be operative under conditions that are as natural as possible.

Social relationships should be reciprocal, cooperative, respectful and should honor the rights and responsibilities of all parties.

The student has the right to choose the kinds of relationships she/he wants with nondisabled schoolmates; to participate in the selection of the nondisabled peers with whom to establish relationships; to participate in that which is necessary to enhance and maintain them and to make decisions about how they should be changed, if at all.  However, it is extremely important for the student to learn that he/she, like all others, may have to sacrifice or compromise to maintain or salvage a relationship.

Social relationships can and should be developed in conjunction with functional, academic, work, play and other skills.

During the school to postschool transition years, approximately ages 19-22, social relationships should be cultivated with the nondisabled persons with whom the student is likely to interact during postschool life.

All relationships should include activities that are chronological age appropriate, safe, healthy, in reasonable accordance with the values presented and preferred by those involved.  Any activity that demeans, is harmful, strains the relationship unduly or is objected to strenuously by someone directly involved should be avoided.

The PERSONNEL, INFORMATION-TRAINING, INDIVIDUALIZED ADAPTATIONS, MONEY, and OTHER extraordinary support necessary for reasonable participation in integrated environments, activities and social relationships should be arranged.

If any aspect of an existing relationship is not acceptable, plans designed to improve it should be initiated.  However, even if existing relationships are considered, acceptable, components can be expected to change in importance across time.  Thus, plans designed to meet likely social relationship requirements of the near future must be continuously operative.

The student should be based in the same school and in the same Regular Education classes in which she/he would be based if not disabled.

IV.  Comparing Values to Social Realities

The task now is determine if the realities of the social life of the student are in reasonable accordance with the values presented.  In order to do so, informtion about six kinds of social relationships will be gathered and analyzed.  

Eating Relationships

The development of eating relationships with nondisabled schoolmates is entwined with fiscal, emotional and other costs. The more integrated the eating relationship, the less financially and otherwise demanding it will be for the student, family members, professionals and taxpayers.  Having paid adults or family members eat with an individual who is disabled six times per day, forty‑two times per week, 2184 times per year for life, unless absolutely necessary, is unacceptable.

Values

The student should eat in the same environments in which she/he would eat if not disabled.

The student should eat with the persons with whom he/she would eat if not disabled.

The student should have a positive relationship with at least one nondisabled supportive eating companion.

The student should have reasonable opportunities to participate in the same eating related activities in which she/he would participate if not disabled.

Eating periods should be the same lengths they would be if the student was not disabled.  

The supervision offered when eating and participating in related activities should be the same as that available to nondisabled companions in similar circumstances, whenever reasonable.

The safety and health of the student should never be risked unduly in favor of eating with nondisabled schoolmates.  However, even if specialized eating services are necessary, they can almost always be provided in integrated settings.  

School officials are responsible for helping to arrange that the eating relationships with nondisabled peers developed at school are expressed in nonschool environments and during nonschool days and times under conditions that are as natural as possible.

The extraordinary hardships too often associated with eating should be minimized.

Realities

On The Current Eating Experiences Chart record the days of the week of concern, the environments and subenvironments in which the student eats during each day, the approximate starting and ending times of each eating period, the approximate amounts of time spent actually consuming food and drink, the eating related activities in which the student typically engages and those with whom she/he typically interacts.

THE CURRENT EATING EXPERIENCES CHART - Example

Day

 X  M       T       W       R       F       S       S

Environment             Eating Period       Time                                 Interacts
   Subenvironment       From   ‑   To       Eating     Related Activities        With

Home

   Kitchen                7:00   ‑  7:30      15 min.      Washing dishes          Parents
                                                                                   Brother

School                       

   Cafeteria              11:00  ‑ 11:35      15 min.     Playing on Playground	Supportive
								Companion

										

  				

	                              ‑  											                                                    

  					                    
   	
	                              ‑  	 										

		
THE CURRENT EATING EXPERIENCES CHART

Day

    M       T       W       R       F       S       S

Environment             Eating Period       Time                                 Interacts
   Subenvironment       From   ‑   To       Eating     Related Activities        With

                       

	                              ‑  											                                                    

  					                    
   	
	                              ‑  	 										

				

	                              ‑  											                                                    

					                    
   	
	                              ‑  	 										

										
	THE CURRENT EATING EXPERIENCES CHART

Day

    M       T       W       R       F       S       S

Environment             Eating Period       Time                                 Interacts
   Subenvironment       From   ‑   To       Eating     Related Activities        With

                       

	                              ‑  											                                                    

  					                    
   	
	                              ‑  	 										

				

	                              ‑  											                                                    

					                    
   	
	                              ‑  	 										

THE CURRENT EATING EXPERIENCES CHART

Day

    M       T       W       R       F       S       S

Environment             Eating Period       Time                                 Interacts
   Subenvironment       From   ‑   To       Eating     Related Activities        With

                       

	                              ‑  											                                                    

  					                    
   	
	                              ‑  	 										

				

	                              ‑  											                                                    

					                    
   	
	                              ‑  	 										

											

THE CURRENT EATING EXPERIENCES CHART

Day

    M       T       W       R       F       S       S

Environment             Eating Period       Time                                 Interacts
   Subenvironment       From   ‑   To       Eating     Related Activities        With

                       

	                              ‑  											                                                    

  					                    
   	
	                              ‑  	 										

				

	                              ‑  											                                                    

					                    
   	
	                              ‑  	 										

THE CURRENT EATING EXPERIENCES CHART

Day

    M       T       W       R       F       S       S

Environment             Eating Period       Time                                 Interacts
   Subenvironment       From   ‑   To       Eating     Related Activities        With

                       

	                              ‑  											                                                    

  					                    
   	
	                              ‑  	 										

				

	                              ‑  											                                                    

					                    
   	
	                              ‑  	 										

THE CURRENT EATING EXPERIENCES CHART

Day

    M       T       W       R       F       S       S

Environment             Eating Period       Time                                 Interacts
   Subenvironment       From   ‑   To       Eating     Related Activities        With

                       

	                              ‑  											                                                    

  					                    
   	
	                              ‑  	 										

				

	                              ‑  											                                                    

					                    
   	
	                              ‑  	 										

Other Information
Record relevant information about the current eating experiences of the student that was not addressed in the charts above.

The School
The school day is from         AM  to         PM

Does the student attend his/her home school, i.e., the school he/she would attend if not disabled?

     	Yes

     	No

If "Yes," proceed.

If "No," does the fact that the student does not attend his/her home school have any effect on the nature of eating relationships with nondisabled schoolmates?

     	Yes

     	No

If "Yes," report how eating relationships with nondisabled schoolmates are effected by attending a nonhome school.

     	It is too hard for eating relationships developed at school to be expressed during nonschool days and times.

																																																																																																																																												

Eating Environments

Record the environments in which the student eats during school times or refer to the Current Eating Experiences Chart.

      	School cafeteria

      	Special education classroom

      	Regular education classroom

      	Sit‑down restaurant

      	Fast food restaurant

      	Lunch room at work

      	Break area at work

      	Nurse's office 

      						                             

Is the array of environments in which the student eats during school times acceptable?

     	Yes

      	No

If "Yes," report why the array of environments in which the student eats during school times is acceptable.

     	The student eats in the same array of environments in which he/she would eat if not disabled.

     	The array of environments is larger than it would be if she/he were not disabled.  This is acceptable because

                                                                 

     	The array of environments is smaller than it would be if he/she were not disabled.  This is acceptable because

                                                                 
If "No," report why the array of environments in which the student eats during school times is unacceptable.

     	The student could eat in the same environments in which he/she would eat if not disabled, but does not.

                                                                 
Record the environments in which the student should eat during school times, but does not.  

      School cafeteria 

      Regular Education Classroom

      Fast food restaurant

      Sit‑down restaurant

      Lunch room at work

      Break room at work

							

                           
 
Record the environments in which the student eats after school and during weekends and the nonschool days or examine the Current Eating Experiences Chart.

     	Home

     	Home of neighbor

     	Home of nondisabled schoolmate

     	Home of nondisabled coworker

     	Fast food restaurant

     	Sit‑down restaurant

     							                                 

Is the array of environments in which the student eats after school and during weekends and other nonschool days acceptable?

     	Yes

     	No

If "Yes," report why the array of environments in which the student eats after school and during weekends and other nonschool days is acceptable.

     	The student eats in the same array of environments in which she/he would eat if not disabled.

     	The array of environments is larger than it would be if she/he were not disabled.  This is acceptable because

                                                                 

     	The array of environments is smaller than it would be if he/she were not disabled.  This is acceptable because

                                                                 

If "No," report why the array of environments in which the student eats after school and during weekends and other nonschool days is unacceptable.

     	The student eats at home too much.

																																																																						

Report the environments in which the student should eat after school and during weekends and other nonschool days, but does not.  

      Fast food restaurant 
      Sit‑down restaurant 
      Friend's house 
      Street vendor's stand 
                           
Eating Periods

Is the number of eating periods the student typically experiences per day during school times acceptable?

      	Yes

      	No

If "Yes," report why the number of eating periods the student typically experiences per day during school times is acceptable.

     	The student experiences about the same number of eating periods during school times he/she would experience if not disabled.

     	The student experiences more eating periods during school times than he/she would if not disabled.  This is acceptable because

     	The student experiences fewer eating periods during school times than he/she would if not disabled.  This is acceptable because

If "No," report why the number of eating periods the student experiences during school times is unacceptable.

																																																																	                                                                 

Record the numbers of eating periods the student typically experiences after school and during weekends and other nonschool days.

Eating Periods Per	Eating Periods During Weekends
Day After School	and Other Nonschool Days

            1	       1

            2	       2

            3	       3

             			 _	        

Are the numbers of eating periods the student experiences after school and during weekends and other nonschool days acceptable?

      	Yes

      	No

If "Yes," report why the numbers of eating periods the student experiences after school and during weekends other nonschool days are acceptable.

     	The student experiences about the same numbers of eating periods after school and during weekends and other nonschool days he/she would experience if not disabled.

     	The student experiences fewer eating periods after school and during weekends and other nonschool days.  This is acceptable because

                                                                 

     	The student experiences more eating periods after school and during weekends and other nonschool days.  This is acceptable because

																																																																	                                                                 
                                                                 
If "No," report why the numbers of eating periods the student experiences after school and during weekends and other nonschool days are unacceptable.

                                                                 
Time

Record the time ranges within which the student typically eats during school hours or refer to the Current Eating Experiences Chart.

Eats AM Snack               From         To 		     

Eats Lunch                  From         To 		     

Eats PM Snack               From         To 		     

Eats                        From         To 		     

Eats                        From         To 		     

Are the time ranges within which the student typically eats during school hours acceptable?

      	Yes

      	No

If "Yes," report why the time ranges within which the student eats during school hours are acceptable.

     	The student eats during the same time ranges she/he would eat if not disabled.

If "No," report why the time ranges within which the student eats during school hours are unacceptable.

     	Different eating time ranges are unnecessary and segregate him/her from nondisabled schoolmates.

                                                                 

                                                                 
Are there time ranges within which the student should eat during school hours, but does not?

     	Yes

     	No

If "Yes," report the time ranges within which the student should eat during school hours, but does not.

Should Eat AM Snack         From         To 		     

Should Eat Lunch            From         To 		     

Should Eat PM Snack         From         To 		     

Should Eat                  From         To 		     

Should Eat                  From         To 		     

Record the time ranges within which the student typically eats after school and during weekends and other nonschool days or refer to the Current Eating Experiences Chart.

Eats Breakfast              From         To 		     

Eats AM Snack               From         To 		     

Eats Lunch                  From         To 		     

Eats PM Snack               From         To 		     

Eats Dinner                 From         To 		     

Eats Evening Snack          From         To 		     

Eats                        From         To 		     

Eats                        From         To 		     

Are the time ranges within which the student typically eats after school and during weekends and other nonschool days acceptable?

      	Yes

      	No

If "Yes," report why the time ranges within which the student typically eats after school and during weekends and other nonschool days are acceptable.

     	The student eats during the same time ranges she/he would eat if not disabled.

                                                                 

If "No," report why the time ranges within which the student typically eats after school and during weekends and other nonschool days are unacceptable.

     	The student does not eat during the same time ranges she/he would if not disabled.  There is no good reason for this.

     	Different eating times are unnecessary and segregate him/her from nondisabled peers and family members.

																																																																																																																					                                                                 

Are there time ranges within which the student should eat after school and during weekends and other nonschool days, but does not?

     	Yes

     	No

If "Yes," report the time ranges within which the student should eat after school and during weekends and other nonschool days, but does not.

Should Eat Breakfast              From         To 		     

Should Eat AM Snack               From         To 		     

Should Eat Lunch                  From         To 		     

Should Eat PM Snack               From         To 		     

Should Eat Dinner                 From         To 		     

Should Eat Evening Snack          From         To 		     

Should Eat                        From         To 		     

Should Eat                        From         To 		     

Record the amount of time per eating period the student typically spends consuming food and drink during school hours or refer to the Current Eating Experiences Chart.

AM Snack                               min.

Lunch                                  min.

PM Snack                               min.

                                       min.

Are the amounts of time per eating period the student typically spends consuming food and drink during school hours acceptable?

      	Yes

      	No

If "Yes," report why the amounts of time the student spends consuming food and drink during school hours are acceptable.

     	She/he spends about the same amounts of time consuming food and drink he/she would spend if not disabled.

_____	More time is spent because___________________________

 

     	Less time is spent because                              

																																																																														
If "No," report why the amounts of time per eating period the student spends consuming food and drink during school times are unacceptable.

 
Record the amounts of time per eating period the student typically spends consuming food and drink after school and during weekends and other nonschool days or refer to the Current Eating Experiences Chart.

Breakfast                              min.

AM Snack                               min.

Lunch                                  min.

PM Snack                               min.

Dinner                                 min.

Evening Snack                          min.

                                       min.

                                       min.

Are the amounts of time per eating period the student typically spends consuming food and drink after school and during weekends and other nonschool days acceptable?

      	Yes      

      	No

If "Yes," report why the amounts of time per eating period the student spends consuming food and drink after school and during weekends and other nonschool days are acceptable.

     	She/he spends about the same amount of time consuming food and drink he/she would if not disabled.

     	The student spends more time consuming food and drink than she/he would if not disabled.  This is are acceptable because

     	The student spends less time consuming food and drink than he/she would if not disabled.  This is are acceptable because

                                                                 
If "No, report why the amounts of time per eating period the student spends consuming food and drink after school and during weekends and other nonschool days are unacceptable.

                                                                 
Eating Related Activities

Record the eating related activities in which the student engages during school times or examine the Current Eating Experiences Chart.

     	Listening to music with 				                    

      	Walking with 				                       

     	Looking at magazines/picture books

     	Talking to  				                          

     	Playing on the school playground with  			                 

																																																																																																																																															
                                                                 
Are the eating related activities in which the student engages during school times acceptable?

      	Yes

      	No

If "Yes," report why the eating related activities in which the student engages during school times are acceptable.

     	The student engages in the same eating related activities he/she would engage in if not disabled.

If "No," report why the eating related activities in which the student engages during school times are unacceptable.

If "No," report why the eating related activities in which the student engages during school times are unacceptable.

                                                             
Record or consider the eating related activities in which the student engages after school and during weekends and other nonschool days.

     	Playing cards

     	Watching television with 				                    

     	Talking to 						                       

     	Looking at magazines/picture books

       Listening to music with 							                     

Are the eating related activities in which the student engages after school and during weekends and other nonschool days acceptable?

      	Yes

      	No

If "Yes," report why the eating related activities in which the student engages after school and during weekends and other nonschool days are acceptable.

     	The student engages in the same eating related activities he/she would engage in if not disabled.

If "No," report why the eating related activities the student is involved in after school and during weekends and other nonschool days are unacceptable.

     	She/he is rarely involved in activities with nondisabled peers.

Report the eating related activities in which the student should be involved after school and during weekends and other nonschool days, but is not.

     	Playing cards with 						                    

     	Watching television with 					                 

     	Talking to 					                         

     	Looking at magazine/picture books

     	Listening to music with 				                  

Eating Companions

Record the persons with whom the student typically interacts while eating during school times or refer to the Current Eating Experiences Chart.

      	Schoolmates with disabilities

      	Schoolmates without disabilities

      	Regular education teachers

      	Special education teachers

      	Instructional assistant

      	Peer tutor

      	Job coach

      	Coworkers without disabilities

      	Coworkers with disabilities

     	Supportive eating companion

																																																																														

Is the array of persons with whom the student typically interacts while eating during school times acceptable?

      	Yes

      	No

If "Yes," record why the array of persons with whom the student typically interacts while eating during school times is acceptable.

     	The student interacts with the same array of persons he/she would interact with if not disabled.

     	The array of persons the student interacts with while eating during school times is larger than it would be if he/she were not disabled.  This is acceptable because

     	The array of persons the student interacts with while eating during school times is smaller than it would be if he/she were not disabled.  This is acceptable because

																																																																														

If "No," record why the array of persons with whom the student interacts while eating during school times is unacceptable.

     	She/he only interacts with professionals.

Report those persons the student should interact with while eating during school times, but does not.

      	Schoolmates without disabilities

      	Brother

      	Sister

      	Nondisabled coworkers

Record or consider those persons with whom the student interacts while eating after school and during weekends and other nonschool days.

      	Mom

      	Dad

      	Brother

      	Sister

      	Respite worker

      	Babysitter

      	Neighbor

      	Schoolmates with disabilities

      	Schoolmates without disabilities

     	Coworkers without disabilities

     	Job Coach

																																																																														
Is the array of persons with whom the student interacts while eating after school and during weekends and other nonschool days acceptable?

      	Yes

      	No

If "Yes," report why the array of persons with whom the student interacts while eating after school and during weekends and other nonschool days is acceptable.

     	The student interacts with the same array of persons she/he would interact with if not disabled.

     	The array of persons the student interacts with while eating after school and during weekends is larger than it would be if he/she was not disabled.  This is acceptable because

     	The array of persons the student interacts with while eating after school and during weekends is smaller than it would be if he/she was not disabled.  This is acceptable because

                                                                 
If "No," report why the array of persons with whom the student interacts while eating after school and during weekends and other nonschool days is unacceptable.

     	He/she does not interact with nondisabled schoolmates.

     	She/he does not interact with neighbors.

     	He/she interacts too much with a personal attendant.

     	She/he interacts with family members too much.

     	He/she interacts with peers who have disabilities too much.

     	She/he is alone too much.

                                                                 
Report those persons with whom the student should interact when eating after school and during weekends and other nonschool days, but does not.

     	Neighbors

     	Nondisabled coworkers

     	Friends with disabilities

     	Nondisabled schoolmates

     	Teammates

                                                                 

Extra Support

Extra support refers to the PERSONNEL, TRAINING-INFORMATION, INDIVIDUALIZED ADAPTATIONS, MONEY and OTHER phenomena a student and those who interact with her/him need in order to eat together acceptably THAT WOULD NOT BE NEEDED IF SHE/HE WAS NOT DISABLED. In reality, it is often difficult or impossible to delineate mutually exclusive categories of support.  However, for organization and communication purposes, it seems necessary here.

Record the PERSONS who provide support while the student eats during school times, who would not provide it if he/she were not disabled.

      	Special Education Teacher

     	Regular Education Teacher

      	Instructional assistant

      	Occupational therapist

      	Speech and language therapist

      	School nurse

     	Lunchroom monitor

      	Job coach

      	Peer tutor

      	Supportive companion

																																																																														
                                                                 
Are the PERSONS who provide support while the student eats during school times acceptable?

      	Yes

      	No

If "No," report why the PERSONS who provide support while the student eats during school times are unacceptable.

     	She/he receives too much supervision from Special Education PERSONS.

     	School PERSONS who interact with the student have not been properly trained.

     	He/she receives much more supervision than is needed.

     	Natural supervision is impossible.

																																																																														
                                                                 
Record the PERSONS who should provide support to the student while he/she eats during school times, but do not.

     	Classmates without disabilities

     	Coworkers without disabilities

     	Lunchroom supervisors

     	Cafeteria workers

     	Peer tutors

     	Nutritionist

     	Adaptation specialist

     	Mobility specialist

     	Behavior specialist

_____	Supportive companion

 
Record the PERSONS who provide support while the student eats after school and during weekends and other nonschool days.

     	Personal care attendant

     	Occupational therapist

     	Nurse

_____	Mom

_____	Dad

_____	Brother

_____	Sister

																																																																														                                                                 

Are the PERSONS who provide support while the student eats after school and during weekends and other nonschool days acceptable?

      	Yes

      	No

If "No," report why the PERSONS who provide support while the student eats after school and during weekends and other nonschool days are unacceptable.

Record the PERSONS who should provide support while the student eats after school and during weekends and other nonschool days, but do not.

     	Schoolmates without disabilities

     	Neighbors

     	An adaptation specialist

     	A peer tutor

In some instances those who interact with the student may be in need of INFORMATION or specific kinds of TRAINING.  A cafeteria worker may need specific INFORMATION about behavior management strategies; a supportive companion may need TRAINING to use an emergency medical procedure, etc.

Record the extra INFORMATION‑TRAINING that has been provided those who are involved with the student while he/she eats during school times.
																																																																																																																																																												
Is the INFORMATION‑TRAINING provided those who are involved with the student while he/she eats during school times acceptable?

      	Yes

      	No

If "No," report why the INFORMATION‑TRAINING provided those involved with the student while he/she eats during school times is unacceptable.

Is there additional INFORMATION‑TRAINING that should be provided those involved with the student while he/she eats during school times?

      	Yes

      	No

If "Yes," report the additional INFORMATION‑TRAINING that should be provided.

Record the extra INFORMATION‑TRAINING that has been provided those who are involved with the student while he/she eats after school and during weekends and other nonschool days.

Is the extra INFORMATION‑TRAINING provided those who are involved with the student while he/she eats after school and during weekends and other nonschool days acceptable?

      	Yes

      	No

If "No," report why the extra INFORMATION‑TRAINING provided those involved with the student while he/she eats after school and during weekends and other nonschool days is unacceptable.

                                                                 
Is there additional INFORMATION‑TRAINING that should be provided those who are involved with the student while he/she eats after school and during weekends and other nonschool days?

      	Yes

      	No

If "Yes," report the additional INFORMATION‑TRAINING that should be provided.

INDIVIDUALIZED ADAPTATIONS are materials, assistive devices, sequences, regulations and other factors that have to be utilized, modified or created so that the student can function acceptably while of eating that would not be needed if he/she was not disabled.  

Record the INDIVIDUALIZED ADAPTATIONS used in the eating process during school times.

     	Adapted utensils

     	Pureed food

     	Gastrostomy tube

     	Modified spoon

     	Modified plate

Are the INDIVIDUALIZED ADAPTATIONS used in the eating process during school times acceptable?

      	Yes

      	No

If "No," report why the INDIVIDUALIZED ADAPTATIONS used in the eating process during school times are unacceptable.

     	The adaptations used do not work properly.

     	The adaptations used prevent the student from engaging in social interactions with nondisabled peers.

     	The adaptations used do not increase her/his ability to eat better.

     	The adaptations used attract negative attention.

     	The adaptations used are demeaning.

Are there INDIVIDUALIZED ADAPTATIONS that can be utilized or created that might help the student participate better in the eating process during school times?

      	Yes

      	No

If "Yes," report the ADAPTATIONS and how they might be used.

Record the INDIVIDUALIZED ADAPTATIONS used in the eating process after school and during weekends and other nonschool days.

Are the INDIVIDUALIZED ADAPTATIONS used in the eating process after school and during weekends and other nonschool days acceptable?

      	Yes

      	No

If "No," report why the ADAPTATIONS used in the eating process after school and during weekends and other nonschool days are unacceptable.

     	The ADAPTATIONS used do not work properly.

     	The ADAPTATIONS used prevent the student from engaging in social interactions with nondisabled peers.

     	The ADAPTATIONS used do not increase the students ability to eat more proficiently.

     	The ADAPTATIONS used attract negative attention.

     	The ADAPTATIONS used are demeaning.

																																																																																																																																															

Are there INDIVIDUALIZED ADAPTATIONS that can be utilized or created that might help the student participate better in the eating process after school and during weekends and other nonschool days?

      	Yes

      	No

If "Yes," report the INDIVIDUALIZED ADAPTATIONS and how they might be used.

Record OTHER extra support provided as the student participates in eating and related activities during school times.

Is the OTHER extra support provided in eating and related activities during school times acceptable?

     	Yes

      	No

If "No," report why the OTHER extra support provided in eating and related activities during school times is unacceptable.

Is the OTHER extra support that should be provided as the student participates in eating and related activities during school times that has not been described, report it below.

Record OTHER extra support provided as the student participates in eating and related activities after school and during weekends and nonschool days.

Is the OTHER extra support provided as the student participates in eating and related activities after school and during weekends and other nonschool days acceptable.

      	Yes

      	No

If "No," report why the OTHER extra support provided in eating and related activities after school and during weekends and other nonschool days is unacceptable.

If there are OTHER extra supports that should be provided as the student participates in eating and related activities after school and during weekends and other nonschool days that have not been describe, report them below.

Record the total amount of MONEY spent per school year on eating and related activities during school times that would not be spent if the student was not disabled.

                     $ 				                  

Is extra MONEY spent in relation to eating and related activities during school times acceptable?

      	Yes

      	No

If "No," report why the amount of extra MONEY spent on eating and related activities during school times is unacceptable.

     	The cost of paying professionals to assist the student to eat could be reduced if proper adaptations were utilized.

     	Less MONEY could be spent if cafeteria workers and nondisabled schoolmates assisted the student.

     	Less MONEY would be spent if the student participated in integrated eating related activities.

																																																																																																																																		

Record the total amount of MONEY spent per year on eating and related activities after school and during weekends and other nonschool days that would not be spent if the student was not disabled.

                        $ 				                 

Is extra MONEY spent on eating and related activities after school and during weekends and other nonschool days acceptable?

      	Yes

      	No

If "No," report why the amount of extra MONEY spent on eating and related activities after school and during weekends and other nonschool days is unacceptable.

     	The cost of paying professionals to assist the student to eat could be reduced if proper adaptations were utilized.

Extra Hardships

Record extraordinary hardships associated with the eating experiences of the student.

Are there reasonable courses of action that can be taken to alleviate at least some of the extraordinary eating related hardships?

      	Yes

      	No

If "Yes," report the actions that may reduce at least some of the extraordinary eating related hardships and those who might take them.

     	Parents/guardians could hire personal attendants to assist the family.

     	Teachers and parents/guardians can arrange for nondisabled schoolmates to eat with the student after school and during weekends.

     	Teachers and parents/guardians can teach the student to eat more proficiently.

																																																																																																																																		                                                                

Future Eating Experiences

Have plans to develop eating experiences that will be needed in the future been designed?

      	Yes

      	No

If "Yes," report where the plans are located.

     	In the current Individualized Transition Plan

     	In the most recent Multidisciplinary Team Report

     	In the current IEP

     	In the Individualized Family Support Plan (IFSP)

If "No," report why such plans are not available.

     	Changes in eating experiences in the near future are not anticipated.

     	Eating experiences are not high priorities at this time.

     	Plans are currently being developed.

     	No one has taken the responsibility.

Additional Information

Record additional information that should be considered in the process of determining whether current eating experiences are in reasonable accordance with the values presented.

                                                                

Summary Judgment

After considering all the information gathered, is it your judgment that current eating experiences are in reasonable accordance with the values or are otherwise acceptable?

Record your judgment on the Social Relationship Summary Chart in the Summary and Preferences Section.

Travel Relationships

Assume that the student will live 70 years.  How many trips will she make in her lifetime within and between home, school, work and community environments?  One million?  Must a family member be with him on every trip?  Must we use tax dollars to pay nondisabled persons to be with her on each trip?  If not on all trips, then on how many?  

Some students with severe disabilities require highly specialized travel services.  Most do not.  In fact, the overwhelming majority have been erroneously deprived of opportunities to travel with nondisabled persons safely and efficiently, simply because they are disabled.  If supportive travel relationships with nondisabled persons are developed, costs to the student, his/her family and taxpayers will decrease.  If dollars, time and energy are not wasted on travel, they can be used more effectively elsewhere.

Values
Traveling to and from school should require the same amounts of time and money that would be required if the student were not disabled.  Exceptions must be scrutinized carefully and rejected if not absolutely necessary.

Whenever safe and reasonable, the supervision provided during travel should be the same as that provided nondisabled schoolmates and other relevant persons when they use the same modes of transportation.

The student should make approximately the same number of trips per day, week, month and year she/he would make if not disabled.

The student should visit approximately the same range of environments per day, week, month and year she would likely visit if not disabled.

The student should travel with the same array of persons she/he would travel with if not disabled.

School officials should develop travel relationships and then arrange and/or verify that they are manifested in nonschool environments during nonschool days and times in the absence of school personnel.

If a student actually needs specialized transportation services, they should be provided.  However, atypical travel services that separate a student from nondisabled persons should be used only when absolutely necessary.

The extra demands or hardships too often associated with travel should be minimized.

If existing travel experiences are not acceptable, plans to improve them should be initiated.  However, even if they are acceptable, components can be expected to change in importance across time.  Thus, plans to meet future travel needs must always be operative.

Realities
Much of the information needed to evaluate travel realities can be recorded on The Current Travel Chart.  For each trip made per day record:  the departure and arrival environments and times, the total amount of time actually spent in transit, the modes used to travel to and from each environment and the persons the student typically interacts with while traveling.

THE CURRENT TRAVEL CHART

    M      T      W      Tr      F      S      Su 
                                                               
         Environment              Time in                                The Student    
From ‑ Time  ‑  To ‑ Time         Transit          Mode                  Interacts With         

Home ‑ 7:30  ‑  School ‑ 8:00     30 min.    Regular school bus          Nondisabled schoolmates‑
                                                                       Supportive travel
                                                                       companion

             ‑  														

																	

		  -  															

																	 

		  -  															

																	

THE CURRENT TRAVEL CHART

    M      T      W      Tr      F      S      Su 
                                                               
         Environment              Time in                                The Student    
From ‑ Time  ‑  To ‑ Time         Transit          Mode                  Interacts With         

             ‑  														

																	

		  -  															

																	 

		  -  															

																	

THE CURRENT TRAVEL CHART

    M      T      W      Tr      F      S      Su 
                                                               
         Environment              Time in                                The Student    
From ‑ Time  ‑  To ‑ Time         Transit          Mode                  Interacts With         

             ‑  														

																	

		  -  															

																	 

		  -  															

																	
THE CURRENT TRAVEL CHART

    M      T      W      Tr      F      S      Su 

         Environment              Time in                                The Student    
From ‑ Time  ‑  To ‑ Time         Transit          Mode                  Interacts With         

             ‑  														

																	

		  -  															

																	 

		  -  															

																	

THE CURRENT TRAVEL CHART

    M      T      W      Tr      F      S      Su 

         Environment              Time in                                The Student    
From ‑ Time  ‑  To ‑ Time         Transit          Mode                  Interacts With         

             ‑  														

																	

		  -  															

																	 

		  -  															

																	

THE CURRENT TRAVEL CHART

    M      T      W      Tr      F      S      Su 

         Environment              Time in                                The Student    
From ‑ Time  ‑  To ‑ Time         Transit          Mode                  Interacts With         

             ‑  														

																	

		  -  															

																	 

		  -  															

																	

THE CURRENT TRAVEL CHART

    M      T      W      Tr      F      S      Su 

         Environment              Time in                                The Student    
From ‑ Time  ‑  To ‑ Time         Transit          Mode                  Interacts With         

             ‑  														

																	

		  -  															

																	 

		  -  															

																	

THE CURRENT TRAVEL CHART

    M      T      W      Tr      F      S      Su 

         Environment              Time in                                The Student    
From ‑ Time  ‑  To ‑ Time         Transit          Mode                  Interacts With         

             ‑  														

																	

		  -  															

																	 

		  -  															

																	

Other Information
Record other information needed to obtain a reasonable overview of the current travel experiences of the student.

The School

Does the student attend his/her home school, i.e., the school he/she would probably attend if not disabled?

      Yes

      No

If "Yes," proceed.

If "No," does the fact that the student does not attend his/her home school have any effect on the development of travel relationships with nondisabled schoolmates?

      Yes

      No

If "Yes," report how the development of travel relationships with nondisabled schoolmates is effected because the student does not attend his/her home school.

Environments

Report the environments the student typically travels to and from off school grounds during school times or examine the Current Travel Charts.

     	Home

      	School

      	Home of relative

      	Home of child care provider

      	Home of friend

      	Home of neighbor

      	Church

      	Grocery store

      	Department store

      	Work place

      	Health club

      	Shopping center                            

      	Athletic field

      	Movie theater

      	Physicians office

      	Hospital

      	Office of therapist

      					                            

Is the array of environments the student typically travels to and from off school grounds during school times acceptable?

      	Yes

      	No

If "Yes," report why the array of environments the student travels to and from off school grounds during school times is acceptable.

     	He/she receives instruction in several community environments.  This justifies traveling to a larger array of nonschool environments during school times.

If "No," report why the array of environments the student travels to and from off school grounds during school times is unacceptable.

     	The student does not receive direct instruction in any nonschool environments.

     	The student does not receive instruction in any recreation/leisure environments.

     	The student does not receive instruction in any nonschool general community environments.

     	The student does not receive instruction in any nonschool domestic environments.

     	The student does not receive instruction in any nonschool vocational environments.

																																																																																																																																												
                                                                 
Record the environments the student should travel to and from off school grounds during school times, but does not.

                                                                 
Report the environments the student travels to and from after school and during weekends or examine the Current Travel Charts.

     	Home

      	School

      	Home of relative

      	Home of child care provider

      	Home of friend

      	Home of neighbor

     	Synagogue

     	Mosque

      	Church

      	Grocery store

      	Department store

      	Work place

      	Health club

      	Shopping center                            

      	Athletic field

      	Movie theater

      	Physicians office

      	Hospital

      	Private therapist

     						                            

Is the array of environments the student travels to and from after school and during weekends acceptable?

      	Yes

      	No

If "Yes," report why the array of environments the student travels to and from after school and during weekends is acceptable.

     	The student travels to and from the same array of environments he/she would travel to and from if not disabled.

If "No," report why the array of environments the student travels to and from after school and during weekends is unacceptable.

																																																																																																																																												

Report the environments the student should travel to and from after school and during weekends, but does not.

Modes

Report the modes the student uses to travel from home to school and from school to home or examine the Current Travel Charts.

      	Public bus         

      	Regular school bus

      	Special education school bus

      	Taxi

      	Specialized van ‑ family

      	Specialized van ‑ commercial

      	Legs ‑ walks

      	Family car		 

      	Wheelchair‑electric

      	Wheelchair‑manual

      	Car of teacher

      	Carpool

      	Car of paid driver

     						                                  

Are the modes the student uses to travel from home to school and from school to home acceptable?

      	Yes

      	No

If "Yes," report why the modes the student uses to travel from home to school and from school to home are acceptable.

                                                                 

                                                                 

If "No," report why the modes the student uses to travel from home to school and from school to home are unacceptable.

     	The "special van" used is unnecessary and segregates the student from schoolmates.

																																																																																																																																												
                                                                 
Are there more integrated and typical modes the student should use to travel from home to school and from school to home?

     	Yes

     	No

If "Yes," record the more integrated and typical modes the student should use.

Report the modes the student uses to travel to and from nonschool environments during school times or examine the Current Travel Charts.

      	Public bus         

      	Regular school bus

      	Special education school bus

      	Taxi

      	Specialized van ‑ family

      	Specialized van ‑ commercial

      	Legs ‑ walks

      	Family car		 

      	Wheelchair‑electric

      	Wheelchair‑manual

      	Car of teacher

      	Carpool

      	Car of paid driver

     							                                  

Are the modes the student uses to travel to and from nonschool environments during school times acceptable?

      	Yes

      	No

If "Yes," report why the modes the student uses to travel to and from nonschool environments during school times are acceptable.

     	The student uses the same modes of transportation he/she would use if not disabled.

     	School personnel drive the student in their cars.  This minimizes travel time.

     	Specialized vans are used because public buses and available cars are not accessible.

     	The teacher drives the student in his/her car because public transportation is not available.

If "No," report why the modes the student uses to travel to and from nonschool environments during school times are unacceptable.

     	Specialized modes of transportation are unnecessary and segregate the student from nondisabled persons and others.

     	Specialized modes are prevent learning to travel on public buses.

Are there more integrated and typical modes the student should use to travel to and from nonschool environments during school times?

     	Yes

     	No

If "Yes," record the more integrated and typical modes that should be used.

                                                                 
Report the travel modes the student uses after school and during weekends or examine the Current Travel Charts.

      	Public bus         

      	Regular school bus

      	Special education school bus

      	Taxi

      	Specialized van ‑ family

      	Specialized van ‑ commercial

      	Legs ‑ walks

      	Family car		 

      	Wheelchair‑electric

      	Wheelchair‑manual

      	Car of teacher

      	Carpool

      	Car of paid driver

     						                                  

Are the modes the student uses to travel after school and during weekends acceptable?

      	Yes

      	No

If "Yes," report why the travel modes the student uses after school and during weekends are acceptable.

     	The student uses the same travel modes he/she would use if not disabled.

																																																																						

If "No," report why the modes the student uses to travel after school and during weekends are unacceptable.

Are there more integrated and typical travel modes the student should use after school and during weekends?

     	Yes

     	No

If "Yes," record the more integrated and typical modes that should be used.

Are there more integrated and typical modes of travel the student could and should learn to use to better prepare for postschool life?

      	Yes

      	No

If "Yes," record the more integrated and typical modes she/he could and should use to better prepare for postschool life.

Companions

Report the persons who typically interact with the student as she/he travels from home to school and from school to home or examine the Current Travel Charts.

		      	Nondisabled schoolmates

		      	Peers with disabilities

		      	Mother

		      	Father

		      	Sister

		      	Brother

		      	Guardian

		      	Job coach

		      	Mobility instructor

		      	Travel tutor

		      	Volunteers

		    	Supportive companion

Are the persons with whom the student travels from home to school and from school to home acceptable.

		      	Yes

		      	No

If "Yes," report why the persons with whom the student travels from home to school and from school to home are acceptable.

		  They are the same as they would be if she/he were not
		  disabled 

                                                                 
If "No," report why the persons with whom the student travels from home to school and from school to home are unacceptable.

		  He/she travels only with others who are disabled.

		  She/he travels only with others who are paid to 
		  travel with him/her.                                                                 

                                                                 
Report those persons with whom the student should travel from home to school and from school to home.

		  Nondisabled schoolmates

		  Brother

		  Sister

		  Supportive companion

		  					     	                                 

Report the persons who typically travel with the student to and from nonschool environments during school times or examine the Current Travel Charts.

		  Nondisabled schoolmates

		  Peers with disabilities

		  School staff

		  Job coach

		  Nondisabled coworkers

		  Coworkers with disabilities

		  Mobility instructor

		  Travel tutor

		  Volunteers

		  Paid personnel

		  Supportive companion

		   					

Are the persons with whom the student travels to and from nonschool environments during school times acceptable?

		      	Yes

		      	No

If "Yes," report why the persons with whom the student travels to and from nonschool environments during school times are acceptable.

																																																																						

If "No," report why the persons with whom the student travels to and from nonschool environments during school times are unacceptable.

																																																																																																																																																										
                                                                 
Report those persons the student should travel with to and from nonschool environments during school times.

		     	Classmates 

		     	Nondisabled schoolmates

		     	The general public

									

     	                                                     

Report the persons who typically travel with the student after school and during weekends or examine the Current Travel Charts.

		      	Nondisabled peers  

		      	Peers with disabilities

		      	Mother

		      	Father

		      	Sister

		      	Brother

		      	Guardian

		      	School staff

		      	Job coach

		      	Nondisabled coworkers

		      	Coworkers with disabilities

		      	Mobility instructor

		      	Travel tutor

		      	Volunteers

		      	Paid personnel

		     	Supportive companion

									

Are the persons the student travels with after school and during weekends acceptable?

		      	Yes

		      	No

If "Yes," report why the persons the student travels with after school and during weekends are acceptable.

		The student travels with the same persons he/she would travel with if not disabled.

If "No," report why the persons the student travels with after school or work and during weekends are unacceptable.

_____	She/he only travels with family members.

																																																																																																																																																										                                                                 

Report those persons the student should travel with after school and during weekends.

		     	Nondisabled schoolmates

		     	Teammates

		     	Neighbors

		     	Friends

		     	Nondisabled coworkers

		     	Peers with disabilities

		     	Supportive companion

Time

Report the typical amounts of time the student spends traveling from home to school and from school to home or examine the Current Travel Charts.

   Environments

From     -      To                        Time

Home     -    School                            min.

School   -    Home                              min.

Are the amounts of time the student spends traveling from home to school and from school to home acceptable?

		      Yes

		      No

If "Yes," report why the amounts of time the student spends traveling from home to school and from school to home are acceptable.

		The student spends the same amount of time he/she would spend if not disabled.

		Travel time is excessive but unavoidable because

If "No," report why the amounts of time the student spends traveling from home to school and from school to home are unacceptable.

		The student spends much more time in transit than he/she would if not disabled.

		The amount of time spent in transit is unhealthy.

                                                                 
Report the amounts of time the student spends traveling to and from nonschool environments during school times or examine the Current Travel Charts.

Environments

  From   -      To                           Time

  		 -  		                           min.

  		 -  		                           min.

  		 -  		                           min.

  		 -  		                           min.

  		 -  		                           min.

Are the amounts of time the student spends traveling to and from nonschool environments during school times acceptable?

		    Yes

			No

If "Yes," report why the amounts of time the student spends traveling to and from nonschool environments during school times are acceptable.

If "No," report why the amounts of time the student spends traveling to and from nonschool environments during school times are unacceptable.

		 The amount of time spent in transit is unhealthy.

		 Too much time is spent traveling with poor models.

Report the amounts of time the student spends traveling after school and during weekends or examine the Current Travel Charts.

         Environments

    From      -        To                              Time

			-									  	min.	
      
			-									  	min.	
		
			-									  	min.	

			-									  	min.	

			-									  	min.	

Are the amounts of time the student spends traveling after school and during weekends acceptable?

 		  Yes

 		  No

If "Yes," report why the amounts of time the student spends traveling after school and during weekends are acceptable.

		The student spends the same amounts of time traveling he/she would spend if not disabled.

		More travel time is unavoidable because

																																																																						
                                                                 
		  Less time is spent traveling because                

If "No," report why the amounts of time the student spends traveling after school and during weekends are unacceptable.

																																																																						

Trips Per Week

The number of trips the student makes off school grounds during school times in a typical week is

Is the number of trips the student makes off school grounds during school times acceptable?

		  Yes

		  No

If "Yes," report why the number of trips the student makes off school grounds during school times is acceptable.

		The student makes more trips because direct instruction in nonschool environments is necessary and appropriate.

		The student makes more trips than he/she would make if not disabled because

		The student makes fewer trips than she/he would make if not disabled because

																																																																						

If "No," report why the number of trips the student makes off school grounds during school times is unacceptable.

			Important social relationships with nondisabled schoolmates are not being developed because the student makes too many trips off school grounds.

			The student should make more trips to nonschool environments during school days for instructional purposes.

																																																																						                                                                 

The number of trips the student makes per week after school and during weekends is

Is the number of trips the student makes per week after school and during weekends acceptable?

		 Yes

		 No

If "Yes," report why the number of trips the student makes per week after school and during weekends is acceptable.

		The student makes about the same number of trips he/she would make if not disabled.

		The student makes more trips than she/he would make if not disabled.  This is acceptable because

		The student makes fewer trips than he/she would make if not disabled.

If "No," report why the number of trips the student makes per week after school and during weekends unacceptable.

		He/she spends too much time in the house.  She/he should visit more places.

																																																																						

Extra Support

Extra support refers to the PERSONNEL, INFORMATION-TRAINING, INDIVIDUALIZED ADAPTATIONS, MONEY and OTHER phenomena a student and those who function with her/him need in order to travel acceptably, THAT WOULD NOT BE NEEDED IF HE/SHE WAS NOT DISABLED. In reality, it is often difficult or impossible to delineate mutually exclusive support categories.  However, for organization and communication purposes it seems necessary here.

Report the PERSONS who provide support as the student travels from home to school and from school to home, who would not do so if she/he was not disabled.

		 	Special Education teacher

		 	Regular Education teacher

		 	Instructional assistant

		  	Occupational therapist

		  	Physical therapist

		  	Peer tutor

		    Adaptation specialist

		    Mobility therapist

		    Supportive travel companion

								

     	                                   
Are the PERSONS who provide extra support while the student travels from home to school and from school to home acceptable?

		   Yes

		   No

If "Yes," report why the PERSONS who provide extra support as the student travels from home to school and from school to home are acceptable.

																																																																						
If "No," report why the PERSONS who provide extra support while the student travels from home to school and from school to home are unacceptable.

			Classmates without disabilities could easily assist the student, but do not.

			He/she receives more supervision from extra PERSONS than is actually needed.

		 She/he receives less supervision than is actually needed.

																																																																						

Report the PERSONS who should provide extra support as the student travels from home to school and from school to home.

		   Schoolmates without disabilities

		   Travel tutor

		   Adaptation specialist

		   Mobility specialist

		   Supportive travel companion

Report the persons who provide extra support as the student travels to and from nonschool environments during school times.

		    Special Education teacher

		    Regular Education teacher

		    Instructional assistant

		    Occupational therapist

		    Physical therapist

		    Peer tutor

		    Adaptation specialist

		    Mobility therapist

		    Supportive travel companion

Are the PERSONS who provide extra support as the student travels to and from nonschool environments during school times acceptable?

		   Yes

		   No

If "Yes," report why the PERSONS who provide extra support as the student travels to and from nonschool environments during school times are acceptable.

                                                                 

If "No," report why the PERSONS who provide extra support as the student travels to and from nonschool environments during school times are unacceptable.

		 She/he receives too much supervision from paid personnel.

																																																																						

Report the persons who should provide extra support as the student travels to and from nonschool environments during school times.

		  Classmates without disabilities

		  Travel tutor

		  Adaptation specialist

		  Mobility specialist

		  Supportive travel companion

Report the PERSONS who provide extra support as the student travels after school and during weekends.

		 Special Education teacher

		 Regular Education teacher

		 Instructional assistant

		 Occupational therapist

		 Physical therapist

		 Peer tutor

		 Adaptation specialist

		 Mobility therapist

		 Supportive travel companion

								     	                                   

Are the PERSONS who provide extra support as the student travels after school and during weekends acceptable?

		   Yes

		   No

If "Yes," report why the PERSONS who provide extra support as the student travels after school and during weekends are acceptable.

																																																																						                                                                 
If "No," report why the PERSONS who provide extra support as the student travels after school and during weekends are unacceptable.

			He/she receives more supervision from extra personnel than is actually needed.

		 She/he receives less supervision than is actually needed.

																																																																						

Report the PERSONS who should provide extra support as the student travels after school and during weekends.

		  Classmates without disabilities

		  Travel tutor

		  Adaptation specialist

		  Mobility specialist

		  Supportive travel companion

In some instances those who interact with the student may be in need of INFORMATION or specific kinds of TRAINING that would not be needed if she/he was not disabled.  A carpoolmate may need specific information about behavior management strategies; a school bus driver may need to be trained to use an emergency medical procedure, etc.

Report the extra INFORMATION-TRAINING that has been provided those who are involved with the student as he/she travels from home to school and from school to home.

																																																																						

Is the extra INFORMATION-TRAINING that has been provided those involved with the student as he/she travels from home to school and from school to home acceptable?

		 Yes

		 No

If "No," report why the extra INFORMATION-TRAINING provided those involved with the student while he/she travels from home to school and from school to home is unacceptable.

																																																																						
                                                                
Is there additional INFORMATION-TRAINING that should be provided those involved with the student while he/she travels from home to school and from school to home?

		 Yes

		 No

If "Yes," report the additional INFORMATION-TRAINING that should be provided.

																																																																						
                                                                
Report the INFORMATION-TRAINING provided those involved with the student while he/she travels to and from nonschool environments during school times.

																																																																						
                                                                
Is the INFORMATION-TRAINING provided those involved with the student while he/she travels to and from nonschool environments during school times acceptable?

		  Yes

		  No

If "No," report why the extra INFORMATION-TRAINING provided those involved with the student while she/he travels to and from nonschool environments during school times is unacceptable.

																																																																						

                                                                
Is there additional INFORMATION-TRAINING that should be provided those involved with the student while he/she travels to and from nonschool environments during school times?

		  Yes

		  No

If "Yes," report the additional INFORMATION-TRAINING that should be provided.

																																																																						

Report the INFORMATION-TRAINING that has been provided those involved with the student while he/she travels after school and during weekends.

																																																																						
                                                                
Is the INFORMATION-TRAINING provided those involved with the student while she/he travels after school and during weekends acceptable?

		  Yes

		  No

If "No," report why the INFORMATION-TRAINING provided those involved with the student while he/she travels after school and during weekends is unacceptable.

																																																																						
                                                                
Is there additional INFORMATION-TRAINING that should be provided those involved with the student while she/he travels after school and during weekends?

		  Yes

		  No

If "Yes," report the additional INFORMATION-TRAINING that should be provided.

																																																																						                                                                

INDIVIDUALIZED ADAPTATIONS are the materials, equipment, assistive devices, sequences, regulations and other phenomena that may have to be utilized, modified or created so the student can function in reasonable accordance with capacity when traveling.

Report the INDIVIDUALIZED ADAPTATIONS used when the student travels from home to school and from school to home.

																																																																						

Are the INDIVIDUALIZED ADAPTATIONS used when the student travels from home to school and from school to home acceptable?

 		  Yes

 		  No

If "No," report why the INDIVIDUALIZED ADAPTATIONS used when the student travels from home to school and from school to home are unacceptable.

		 The adaptations being used do not work properly.

			The adaptations being used prevent the student from engaging in social interactions with nondisabled schoolmates.

			The adaptations being used do not increase her ability to travel more proficiently.

		 The adaptations being used attract negative attention.

		 The adaptations being used are demeaning.

																																																																						

Are there INDIVIDUALIZED ADAPTATIONS that can be utilized or created that might help the student travel more proficiently from home to school and from school to home?

		  Yes

		  No

If "Yes," report the INDIVIDUALIZED ADAPTATIONS and how they might be used.

                                                                
Report the INDIVIDUALIZED ADAPTATIONS used when the student travels to and from nonschool environments during school times. 

																																																																						

Are the INDIVIDUALIZED ADAPTATIONS used when the student travels to and from nonschool environments during school times acceptable?

		  Yes

		   No

If "Yes," report why the INDIVIDUALIZED ADAPTATIONS used when the student travels to and from nonschool environments during school times are acceptable.

			The adaptations allow the student to travel more proficiently.

If "No," report why the INDIVIDUALIZED ADAPTATIONS used when the student travels to and from nonschool environments during school times are unacceptable.

		The adaptations being used do not work properly.

		The adaptations being used prevent the student from engaging in social interactions with nondisabled persons

		The adaptations being used do not increase the students ability to travel more proficiently.

		The adaptations being used attract negative attention.

		The adaptations being used are demeaning.

																																																																						

Are there INDIVIDUALIZED ADAPTATIONS that can be utilized or created that might help the student travel more proficiently to and from nonschool environments during school times?

		Yes

		No

If "Yes," report the INDIVIDUALIZED ADAPTATIONS and how they might be used.

																																																																						
                                                                
Report the INDIVIDUALIZED ADAPTATIONS used when the student travels after school and during weekends.

																																																																						
                                                                
Are the INDIVIDUALIZED ADAPTATIONS used when the student travels after school and during weekends acceptable?

		 Yes

		 No

If "No," report why the INDIVIDUALIZED ADAPTATIONS used when the student travels after school and during weekends are unacceptable.

		The adaptations being used do not work properly.

		The adaptations being used prevent the student from engaging in social interactions with nondisabled peers.

		The adaptations being used do not increase the students ability to travel more proficiently.

		The adaptations being used attract negative attention.

		The adaptations being used are demeaning.

																																																																						

Are there INDIVIDUALIZED ADAPTATIONS that can be utilized or created that might help the student travel more proficiently after school and during weekends?

		 Yes

		 No

If "Yes," report them and how each might be used.

																																																																						

                                                                

                                                                

                                                                

                                                                
Note

Travel cost information specific to Madison, WI during the 1993-94 school year is presented below.

Students with disabilities who used the actual buses they would use if not disabled to get from home to school and from school to home paid for each trip as follows.

		Elementary School - Grades K-5 - 0
		Middle School - Grades 6-8 - $.   per trip
		High School - Grades 9-12+ - $.   per trip

The cost of transporting a student with severe disabilities from home to school and from school to home on privately contracted specialized vans and buses was $     per round trip.  	

When taxi cabs were used to transport students from home to school and from school to home, the rates that applied to nondisabled persons were operative.

When students with severe disabilities were provided instruction in nonschool environments during school days and times, the associated travel costs were as follows. 

	Public buses - $.85 per trip with, and $.   per
			trip without, a Student ID card.  

	Privately contracted specialized vans - $     per
			trip or $     per round trip.  

	The personal cars of teachers - $.   per mile paid
			by the school district.  

	Taxi cabs - standard rates.

For each trip made from home to school and from school to home report:  the travel mode typically used, the approximate cost and the source of funds.

Day  From   -  To           	Mode       Cost        Source

 M   Home   -  School 									                                        

     School -  Home       		     						                               

 T   Home   -  School     								                                    

     School -  Home       								                                    

 W   Home   -  School   									                                      

     School -  Home     									                                      

Th   Home   -  School   									                                      

     School -  Home     									                                      

 F   Home   -  School   									                                      

     School -  Home     									                                      

The average daily cost of travel from home to school and from school to home is

		

Is the cost of travel from home to school and from school to home acceptable?

		   Yes

		   No

If "No," report why the cost of travel from home to school and from school to home is unacceptable.

			Money is being unnecessarily spent on specialized transportation.

		 Parents are unnecessarily burdened with travel costs.

		 The school district is wasting valuable tax dollars.

			Money would be saved if the student traveled from home to school and from school to home via the less costly modes she/he would use if not disabled.

			If the student attended his/her home school, he/she could ride with nondisabled students on less costly regular school buses.

			If the student attended his/her home school, she/he could walk or wheel with nondisabled schoolmates at no cost.

																																																																						

Can the student use less costly, yet appropriate, modes to travel from home to school and from school to home?

		  Yes

		  No

If "Yes," record the costly, yet appropriate, modes that could be used to travel from home to school and from school to home.

																																																																						
For each trip made to and from nonschool environments during school times report:  the nonschool environment visited, the travel mode typically used, the approximate cost of each round trip and the source of funds.

Day   Environment     Mode         Cost       Source

M    												                                                    

      												                                                    

T    												                                                    

      												

                                                          
W    												                                                    

      												

Th    												                                                    

      												                                                                                                              

F    												                                                    

      												

Is the cost of travel to and from nonschool environments during school times acceptable?

		  Yes

		  No

If "Yes," report why the cost of travel to and from nonschool environments during school times is acceptable.

		The costs are the same as they would be if the student was not disabled.

		It costs more to travel to and from nonschool instructional environments.  This is necessary to minimize serious health risks.

		It costs more to travel to and from nonschool instructional environments, but higher costs are unavoidable because

																																																																						

If "No," report why the costs of travel to and from nonschool environments during school times are unacceptable.

		Money is being unnecessarily spent on specialized transportation.

		Money would be saved if the student learned to travel to and from nonschool instructional environments via the modes she/he would use if not disabled.

		If the student attended his/her home school, she/he could walk or wheel to nonschool instructional environments near his/her home.

		If the student attended his/her home school she/he could travel to and from instructional environments near his/her home on less costly public buses.

Are there less costly, yet appropriate, modes the student should used to travel to and from nonschool environments during school times?

		  Yes

		  No

If "Yes," record the less costly, yet appropriate, modes that should be used.

																																																																						

For each trip made during a typical week that is not associated with traveling from home to school and from school to home or to and from nonschool environments for instructional purposes during school times, report:  the environments visited, the travel modes typically used, the approximate costs of each round trip and the sources of funds.

Day   Environment     Mode         Cost       Source

M    												                                                    

      												                                                    

T    												                                                    

      												

                                                          
W    												                                                    

      												

Th    												                                                    

      												                                                                                                              

F    												                                                    

      												

S    												                                                    

      												

S    												                                                    

      												

The average weekly cost of after school and weekend travel is 

Are the costs of after school and weekend travel acceptable?

		 Yes

		 No

If "No," report why the costs of after school and weekend travel are unacceptable.

		Money is being unnecessarily spent on specialized transportation.

		Parents are unnecessarily burdened with travel costs.

		Money would be saved if the student was taught to ride the public buses.

		Money would be saved if the student rode in a carpool with nondisabled peers.

                                                                 
Are there less costly, yet appropriate, modes the student can use to travel after school and during weekends?

		 Yes

		 No

If "Yes," record the less costly, yet appropriate, modes that could be used to travel after school and during weekends.

The weekly cost of travel to the family is approximately

      

Is the weekly cost of travel to the family acceptable?

		 Yes

		 No

If "No," report why the weekly cost of travel to the family is unacceptable.

                                                                 
Are there instances in which the family uses more costly when less costly modes could be used?

		 Yes

		 No

If "Yes," report the more costly modes that are used by the family and why. 

		A family car is used on a long vacation because commercial buses are not accessible or because of prior negative experiences on less costly public buses.

                                                                 
Record the cost of any travel that was not reported above. Specifically, record the relevant environments, the modes used, the number of such trips per week, the approximate cost per trip, and the sources of money.

	 

	Environments					# of
From     -    To             Modes       Trips      Cost       Source

		  -  													

			  -  															
			  -  															
			  -  													

			  -  													
     
			  -  													

			  -  													               

                                                                 

                                                                 

                                                                 

                                                                 

                                                                 

Additional Information

														

The weekly cost of travel to the family is approximately

The weekly cost of travel to the school district is approximately

The weekly travel cost to other persons or agencies is approximately

Person/Agency                              Amount

												

                                                          

                                                          

The total cost of all travel per typical week is approximately

Extra Hardships

Record extraordinary hardships that may be operative because of the current travel experiences of the student.

														

Are there reasonable actions that might reduce at least some of the extraordinary hardships?

		 Yes

		 No

If "Yes," report the actions that might reduce at least some of the extraordinary hardships.

		The student could attend his/her home school.

		Parents can take reasonable risks and allow their child to learn to travel in more typical ways.

Future Plans

Have plans to develop important future travel relationships with nondisabled persons been designed?

		Yes

		No

If "Yes," report where the plans to develop important future travel relationships with nondisabled persons are located.

		  In the current IEP.

		  In the most recent Multidisciplinary Team report.

		  In the current Individualized Transition Plan.

		  In the Individualized Family Support Plan.

If "No," report why such plans are not available. 

		 Changes in travel relationships are not anticipated.

			Travel relationships are not high priorities at this time.

		 No one has considered the future before now.

		 A plan is currently being developed.

														                                                                

Additional Information

Record additional information that should be considered in the process of determining whether the current travel experiences of the student are in reasonable accordance with the values presented.

														

Summary Judgment

After considering all the information gathered, is it your judgment that the factors operative when the student travels are in reasonable accordance with the values or are otherwise acceptable?

Record your judgment on the Social Relationship Summary Chart in the Summary and Preferences Section.

Tutor Relationships

Students with severe disabilities will need the assistance of many nondisabled persons throughout their lives.  Some of this assistance will be direct.  That is, nondisabled individuals will physically touch a person with a disability in the process of teaching or helping.  Some of it will be indirect.  That is, nondisabled individuals will take volitional, but not touching, actions that result in a better quality of life for their fellow citizens with disabilities.  Supporting a tax levy, voting for a bill that would make all schools accessible and extending a job offer are only a few of thousands of possibilities.

The more positive experiences nondisabled students have with schoolmates with disabilities, the more likely they will be to provide both direct and indirect assistance when they assume leadership and other responsibilities in adult life.  The tutors and helpers of today are the regular education teachers, presidents, personnel managers, taxpayers, coworkers, legislators, voters, union supervisors, bus drivers, neighbors and parents of tomorrow.

Many important immediate benefits can be realized when a nondisabled schoolmate provides direct instructional assistance to a student who is severely disabled.  Learning to cross a street, to change clothes in a lockeroom and to place an order at a fast food restaurant using pictures are examples.  In addition, tutor relationships can evolve into others, that may be more valuable, that would not develop otherwise.  Friendship, coworker, and roommate relationships are examples.

Values

Students who are severely disabled can learn much more than professionals have time to teach them.  Thus, school officials have the responsibility to supplement professional instructional services with the use of appropriate nondisabled schoolmates.

A student with severe disabilities should have the opportunity to experience at least one tutor relationship per school year.

All reasonable actions that encourage tutor relationships to evolve into other kinds of social relationships, particularly friendships, should be taken.

Tutor relationships should be as diverse as the instructional needs of the student.  Whenever reasonable, they should occur in the same environments and during the same times in which the skills under instruction are typically acquired or performed. They should not be confined to "academics", "school grounds" or "school times".

Tutor relationships, including the materials, times, places, objectives, teaching techniques and measurement, supervision and evaluation strategies, should meet the same standards of any other component of a professionally defensible IEP.  

Generally, a tutor should be selected from the same pool of individuals who function as tutors for nondisabled students. Exceptions may be appropriate, but must be scrutinized carefully.

Tutoring is a means to an end.  Thus, prior to the selection of an objective, committments for transfer and practice must be secured outside of the tutorial session so as to increase probabilities of acquisition, generalization and maintenance.

Tutor relationships should enhance, rather than interfere with, the educational and social growth of tutors.

The parents/guardians of tutors should approve of such relationships.  

If existing tutor relationships are not acceptable, plans designed to improve them should be initiated.  However, even if existing tutor relationships are acceptable, components can be expected to change in importance across time.  Thus, plans to meet future tutor needs should be operative continuously.

Realities

On The Current Tutor Relationships (CTR) Chart record the environments, subenvironments and days during which each tutor relationship is operative; the starting and ending times of a typical session; the names and ages of the tutors; the adults responsible for supervision; and, the primary objectives of each relationship.  If additional information is relevant, record it on the page entitled "Other Information."  If a tutor relationship is not operative, proceed to the Summary Judgment Across Tutor Relationships at the end of this component.

THE CURRENT TUTOR RELATIONSHIPS CHART

Relationship
  Subenvironment            Days/Time               Tutor		        
    Environment            From  -  To      Name        Age        Objectives       

CTR-#1                    M T W R F S S

						  -  		  		   	      				

												 				

CTR-#2                    M T W R F S S

						  -  		  		   	      				

												 				

				                    

CTR-#3                    M T W R F S S

						  -  		  		   	      				

												 				

Other Information

Record any other information needed to generate a reasonable understanding of the current tutor experiences of the student.

                                                                 The School

Does the student attend his/her home school, i.e., the school he/she would probably attend if not disabled?

		 Yes

		 No

If "No," does the fact that the student does not attend his/her home school have an effect on tutor relationships with nondisabled schoolmates?

		 Yes

		 No

If "Yes," report how tutor relationships are effected by attending a nonhome school.

		 The student needs a tutor to teach her how to ride the regular school bus to and from school.  The nondisabled students at the school she attends do not live in her neighborhood.

		 After school and weekend tutor relationships cannot be developed because nondisabled schoolmates live too far from her/him.

The Array

Record the array of tutor relationships in which the student participates or examine the Current Tutor Relationships Chart.

                                                               

Is the array of tutor relationships in which the student participates acceptable? 

		 Yes

		 No

If "Yes," report why the array of tutor relationships in which the student participates is acceptable.

If "No," report why the array of tutor relationships in which the student participates is unacceptable.

		 She/he participates in only one and needs more.

Report tutor relationships that could or should be developed.

Current Tutor Relationship #1

Settings

Report the settings in which Current Tutor Relationship #1 is operative or examine the Current Tutor Relationship Chart.

Are the settings in which Current Tutor Relationship #1 operative acceptable? 

		 Yes

		 No

If "No," report why the settings in which Current Tutor Relationship #1 occurs are unacceptable.

		Given his/her limited abilities to generalize and transfer skills, it is important that she/he receive more instruction in the settings he/she will use the skill when they are learned.

Are there settings in which Current Tutor Relationship #1 should occur, but does not?

		 Yes

		 No

If "Yes," report the settings in which Current Tutor Relationship #1 should occur and why.

                                                                
Time

Report the time periods during which the student participates in Current Tutor Relationship #1 or examine the Current Tutor Relationships Chart.

	 Day							Time Period Center

	  M			  				From 		  To 		      

	  T			  				From 		  To 		

	  W			  				From 		  To 		

	  T			  				From 		  To 		 

	  F			  				From 		  To 		

	  S			  				From 		  To 		

	  S			  				From 		  To 		

The total amount of time per week the student participates in Current Tutor Relationship #1 is 				                 

Is the total amount of time per week the student participates in Current Tutor Relationship #1 acceptable?

		 Yes

		 No

If "Yes," report why the amount of time per week the student participates in Current Tutor Relationship #1 is acceptable.

If "No," report why the amount of time per week the student participates in Current Tutor Relationship #1 is unacceptable.

		The tutor relationship does not occur enough for the student to learn the skills under instruction.

Report the time periods during which the student should participate in Current Tutor Relationship #1, but does not, and why.

                                                                
Objectives-Performance Criteria

Report the objectives and performance critieria established for the student in Current Tutor Relationship #1 or refer to the Current Tutor Relationships Chart.

Are the objectives and performance critieria established for the student in Current Tutor Relationship #1 acceptable?

		 Yes

		 No

If "Yes," report why the objectives and performance criteria established for the student in Current Tutor Relationship #1 are acceptable.

			The objectives and performance criteria are high educational priorities.

			Reasonable probabilities exist that she/he can realize the objectives.

			If she/he realizes the objectives, her/his ability to function in the community will be enhanced.

If "No," report why the objectives and performance criteria established for the student in Current Tutor Relationship #1 are unacceptable.

		Even if reached, the objectives will not be useable in other environments or activities.

	 The objectives are chronological age inappropriate.

		A reasonable probability that the student will realize the objectives does not exist.

Are there objectives more important, appropriate and realizable than those that have been established for the student in Current Tutor Relationship #1?

		Yes

		No

If "Yes," report the objectives that should be established for the student in Current Tutor Relationship #1.

Persons With Whom The Student Interacts

Report the persons the student interacts with while participating in Current Tutor Relationship #1.

		 Schoolmate with disabilities

		 Schoolmate without disabilities

		 Instructional assistant

		 Special education teacher

		 Health assistant

		 Adult activity leader

		 Mobility instructor

		  Tutor

		  Bus Driver                                   

		  Store Clerk                                   

		  Librarian

		  					

Are the persons with whom the student interacts while participating in Current Tutor Relationship #1 acceptable?

		 Yes

		 No

If "No," record why the persons with whom the student interacts while participating in Current Tutor Relationship #1 are unacceptable.

Report the persons the student should interact with while participating in Current Tutor Relationship #1, but does not.

		 Schoolmates without disabilities

		 Bus driver

		 Regular education teacher

		 Neighbor                               

		 Store clerk

		  								                               

Teaching Techniques

Is the tutor utilizing professionally acceptable teaching techniques?

		 Yes

		 No

If no, report the teaching techniques the tutor is using that are unacceptable.

                                                             

                                                             

                                                             
Report the teaching techniques the tutor should be using.

Materials

Describe the materials used in Current Tutor Relationship #1.

Are the materials used in Current Tutor Relationship #1 acceptable?

		 Yes

		 No

If "No," report why the materials used in Current Tutor Relationship #1 are unacceptable.

Are there materials that should be used in Current Tutor Relationship #1?

		 Yes

		 No

If "Yes," report the materials that should be used in Current Tutor Relationship #1.

Extra Support

Extra support refers to the PERSONNEL, INFORMATION-TRAINING, INDIVIDUALIZED ADAPTATIONS, MONEY and OTHER phenomena a student and those who interact with her/him need in order to function acceptably in a tutor relationship THAT WOULD NOT BE NEEDED IF HE/SHE WAS NOT DISABLED.  In reality, it is often difficult or impossible to delineate mutually exclusive categories of extra support.  However, it seems necessary here.

Record the PERSONS who provide support to Current Tutor Relationship #1, who would not do so if the student was not disabled.

		   	Special Education teacher

		   	Regular Education teacher

		   	Instructional assistant

		   	Occupational therapist

		   	School nurse

							                                  

Are the extra PERSONS who provide support to Current Tutor Relationship #1 acceptable?

		 Yes

		 No

If "No," report why the PERSONS who provide support to Current Tutor Relationship #1 are unacceptable.

		The student and the tutor receive more supervision than is actually needed.

Record the PERSONS who should provide support to Current Tutor Relationship #1, but do not, and what they should do.

                                                                
In some instances those who interact with the student may be in need of INFORMATION and/or specific kinds of TRAINING.  An after school shopping tutor may need specific INFORMATION about behavior management strategies; a travel tutor may need TRAINING about the procedures to follow if a wheelchair breaks, etc.

Record the extra INFORMATION-TRAINING that has been provided those involved in Current Tutor Relationship #1.

Is the INFORMATION-TRAINING that has been provided those involved in Current Tutor Relationship #1 acceptable?

		Yes      

		No

If "No," report why the INFORMATION-TRAINING that has been provided those involved in Current Tutor Relationship #1 is unacceptable.

Is there INFORMATION-TRAINING that should be provided those involved in Current Tutor Relationship #1?

		 Yes

		 No

If "Yes," report the INFORMATION-TRAINING that should be provided and who should receive it.

                                                                
INDIVIDUALIZED ADAPTIONS refer to the materials, equipment, assistive devices, sequences, regulations and other phenomena that might have to be utilized, modified or created so the student can function acceptably in a tutor relationship that would not be necessary if she/he was not disabled.

Record the INDIVIDUALIZED ADAPTIONS used in Current Tutor Relationship #1.

Are the INDIVIDUALIZED ADAPTIONS used in Current Tutor Relationship #1 acceptable?

		Yes

		No

If "No," report why the INDIVIDUALIZED ADAPTIONS used in Current Tutor Relationship #1 are unacceptable.

	The adaptations used do not work properly.

Are there INDIVIDUALIZED ADAPTIONS that might enhance Current Tutor Relationship #1?

		Yes

		No

If "Yes," describe the INDIVIDUALIZED ADAPTIONS that might enhance Current Tutor Relationship #1 and how each might be used.
																																																																																																																														
Record any OTHER support provided to Current Tutor Relationship #1 that has not been presented thus far.

Is the OTHER support provided to Current Tutor Relationship #1 acceptable?

		Yes

		No

If "No," report why the OTHER support provided to Current Tutor Relationship #1 is unacceptable.

Record the total amount of money spent on Current Tutor Relationship #1.

Is the total amount of MONEY spent on Current Tutor Relationship #1 acceptable?

		Yes

		No

If "No," report why the total amount of MONEY spent on Current Tutor Relationship #1 is unacceptable.

                                                                
Transfer-Practice

Have arrangements been made for the student to transfer and practice what the tutor teaches him/her?

		Yes

		No

If yes, report those who have agreed to make sure the student performs what is learned in Current Tutor Relationship #1.

If no, report those who should assume transfer-practice responsibilities and the reasons why.

Supervision

Report those responsible for supervising Current Tutor Relationship #1.

		    Peer tutor advisor

		    Guidance counselor

		   	Educational assistant

		    Special education teacher

		    Coach

		    Bus Driver                                 

							

Are those responsible for supervising Current Tutor Relationship #1 acceptable?

		 Yes

		 No

If "No," report why those responsible for supervising Current Tutor Relationship #1 are unacceptable.

If "No", report those that should be responsible for supervising Current Tutor Relationship #1.

		 Coach

		 Regular education teacher

		 Peer tutor advisor

		 Guidance counselor

		  						     	                              

     	                              

Evaluation

Report those responsible for evaluating Current Tutor Relationship #1.

		 Regular Education teacher

		 Special Education teacher

		  						

		  						

                                  

Are those responsible for evaluating Current Tutor Relationship #1 acceptable?

		 Yes

		 No

If "No," report why those responsible for evaluating Current Tutor Relationship #1 are unacceptable.

If "No," report those that should be responsible for evaluating Current Tutor Relationship #1.

																																																																																																																														
                                                                
Extra Hardships

Record any extraordinary hardships that may be operative because the student participates in Current Tutor Relationship #1.

Are there reasonable courses of action that can be taken to alleviate at least some of the extraordinary hardships that result from the student participating in Current Tutor Relationship #1?

		 Yes

		 No

If "Yes," report the actions that may reduce at least some of the hardships and who might take them.

Future Plans

Have plans to accommodate changes in Tutor Relationship 1# been developed?

		Yes

		No

If "Yes," report where the plans are located.

		 In the current IEP

		 In the current Individualized Transition Plan

		 In the most recent Multidisciplinary Team Report

		 In the Individualized Family Support Plan (IFSP)

If "No," report why such plans are not available.

		Changes in Tutor Relationship #1 are not anticipated.
		Other tutor relationships are not high priorities at this time.

		No one has considered the future before now.

		A plan is currently being developed.

Additional Information

Record additional information that should be considered in the process of determining whether Current Tutor Relationship #1 is in reasonable accordance with the values presented.

Summary Judgment

After considering all the information gathered, is it your judgment that Tutor Relationship #1 is in reasonable accordance with the values or is otherwise acceptable?

		Yes

		No

Tutor Relationship #2

Adapt the forms, etc. used to compare the realities of Tutor Relationship #2 to the values.  After considering all the information gathered, is it your judgment that Tutor Relationship #2 is in reasonable accordance with the values or is otherwise acceptable.

		Yes

		No

Summary Judgment Across Tutor Relationships

If at least one tutor relationship is not operative, realities are not in accordance with the values.

Is it your judgment that current tutor relationships are in reasonable accordance with the values or are otherwise acceptable?

Record your judgment on the Social Relationship Summary Chart in the Summary and Preferences Section.

Extracurricular Activity Relationships

The significant individuals in the life of a student who is severely disabled are responsible for ensuring that after school hours, weekends, summers, holidays and other nonschool days are spent in enjoyable and constructive environments, activities and social relationships with a reasonable array of knowledgeable, helpful and positive nondisabled persons.  Conversely, they are responsible for ensuring that as little time as possible is spent with negative models, in unnatural isolation, engaging in maladaptive actions, etc.  Participation in integrated school sponsored extracurricular activities is one of many constructive ways a student with disabilities can enjoy important social relationships with nondisabled peers in safe, supervised and habilitative environments.  "School sponsored" means that school space, personnel, dollars or other resources are devoted to the support of an activity that is primarily, and in many instances exclusively, for students who attend a particular school.  

The development of extracurricular activity supportive companion relationships is inversely related to financial and other costs. Specifically, the more extracurricular activity supportive companion relationships that are operative, the less economically, emotionally and otherwise demanding it will be for the student, those directly responsible for her/his well being and taxpayers.  

Values

The student should be allowed reasonable access to safe, healthy, enjoyable and enhancing extracurricular activities and the inherent social relationships.

Involvement in extracurricular activities should be sufficiently frequent to allow for the development of supportive companion and other meaningful relationships with nondisabled coparticipants. Thus, activities that can be experienced frequently are generally preferred over those that cannot. 

The student should have reasonable opportunities to participate in extracurricular activities across the entire school year.  

Whenever safe and reasonable, the adult supervision should be the same as that provided nondisabled coparticipants.

No more than two students who are severely disabled should be involved in the same extracurricular activity at the same time.

The student should participate in extracurricular activities that are likely to lead to involvement in similar experiences that are not school sponsored. 

Social relationships that result from participating in extracurricular activities should be encouraged to evolve into travel, eating, friendship and others that are experienced elsewhere.

At least one nondisabled coparticipant should function as a supportive companion; i.e., someone who helps, protects, guides, teaches, monitors or otherwise insures that all goes well for the student. 

The parents/guardians of nondisabled schoolmates who function as supportive extracurricular companions should record their approval of such a relationship.

The extra hardships that may sometimes be associated with involvement in an extracurricular activity should be minimized.

The involvement of a student with severe disabilities in an extracurricular activity should enhance, rather than interfere with, the growth and enjoyment of nondisabled schoolmates.

The student should participate in an extracurricular activity the same number of months per year, days per week and times per meeting she/he would if not disabled.

School officials have the responsibility to assist the significant others in the life of the student generate a positive and constructive after school and weekend social life.  

The student should have a comprehensive and detailed after school and weekend plan.  While participation in school sponsored extracurricular activities may be one part of such a plan, it must be balanced with others so as to insure a comprehensive nonschool life of reasonable quality.

Realities

On The Current Extracurricular Activity Chart record the relevant environments and the major activities.  Then record the months in which the student is involved in each activity.  If the student is involved in an activity during the traditional school year, but not June, July, and August, check school year.  If the student is involved in an activity throughout the entire year, check annual.  Then record the total number of days per month and week the student participates in each activity and the typical amounts of time spent in each meeting.  Then report the persons with whom the student interacts during each activity.  If the student is not involved in an extracurricular activity, proceed to the Summary Judgment Across Extracurricular Activities on the last page of this component.

THE CURRENT EXTRACURRICULAR ACTIVITY CHART
                                                                      
Environment                                          Days Per      Days Per            Time               Student 
   Activity                           Months           Month         Week           From  ‑   To        Interacts With    

                                   S      O      N                  M      T            ‑              Students with 
                                                                                                       disabilities
  
#1                                 D      J      F                  W      R                           Nondisabled
                                                                                                       students

                                   M      A      M                  F      S                           Adult activity
                                                                                                       leader

                                   J      J      A                  SU                            ____ Instructional        
                                                                                                       aide

                                                                                                       Health aide

                                   School year                                                         Supportive
                                                                                                       companion
                                   Annual                                                         ____ _____________

					                                                                                                                                                ____________________________   ____S      O      N                  M      T            ‑              Students with
                                                                                                       disabilities
  
#2                                 D      J      F                  W      R                           Nondisabled
                                                                                                       students

                                   M      A      M                  F      S                           Adult activity
                                                                                                       leader

                                   J      J      A                  SU 			     ____ Instructional
					             aide

                                                                                                       Health aide

                                   School year                                                         Supportive
                                                                                                       companion
                                   Annual									    ____ _____________

Additional Information

Record other information needed to develop a general understanding of the current extracurricular experiences of the student.

                                                                 
Strategy #1 consists of a series of questions and  directives designed to assist in the gathering and organizing of a comprehensive array of detailed information that can be used to compare values to realities.  It is highly recommended that this relatively precise and time consuming strategy be used the first two or three times an individual is involved in the implementation of this manual.  However, as knowledge and experience accrue, it is often the case that Strategy #2 is an equally valid, yet more resource efficient, alternative.

Strategy #2, which is presented immediately following Strategy #1, requires that individuals who are experienced and knowledgeable about the life of a student meet and discuss the responses to a series of important questions.  After responses to at least the questions presented are discussed, the group is required to make a summary judgment about extracurricular realities and what to do if they are unacceptable.

STRATEGY #1

The School

Does the student attend his/her home school, i.e., the school he/she would attend if not disabled?

		 Yes

		 No

If "No," does the fact that the student does not attend his/her home school have an effect on participation in school sponsored extracurricular activities?

		 Yes

		 No

If "Yes," report how involvement in school sponsored extracurricular activities is effected by attending a nonhome school.

		Involvement in extracurricular activities is minimal because he/she spends much of her after school time on a "special bus" going home.  If she/he attended her/his home school, relatively little time would be spent in transit. This would allow more time for involvement in school sponsored extracurricular activities.

		The parents/guardians cannot pick him/her up after the extracurricular activity because the school is too far from their home.  Therefore, he/she is not involved.

The Array of Extracurricular Activities

Record the extracurricular activities in which the student is involved throughout the current school year or examine the Current Extracurricular Activity Chart.

Is the array of extracurricular activities in which the student participates across the school year acceptable?

		Yes

		No

If "Yes," report why the array of extracurricular activities in which the student participates across the school year is acceptable.

If "No," report why the array of extracurricular activities in which the student participates across the school year is unacceptable.

Are there extracurricular activities in which the student could or should participate, but does not?

		Yes

		No

If "Yes," report the extracurricular activities in which the student could or should participate and the reasons why.

                                                             

Current Extracurricular Activity #1

Time - The amount of time per week the student typically participates in Current Extracurricular Activity #1 is          .

Is the amount of time per week the student participates in Current Extracurricular Activity #1 acceptable?

		Yes

		No

If "Yes," report why the amount of time per week the student participates in Current Extracurricular Activity #1 is acceptable.

		The student participates in Extracurricular Activity #1 the same number of months per year she/he would if not disabled.

		The student participates in Extracurricular Activity #1 the same number of days per week he/she would if not disabled.

		The student participates in Extracurricular Activity #1 the same number of hours per week he/she would if not disabled.

		The student participates in Extracurricular Activity #1 for the same amount of time per meeting she/he would if not disabled.

If "No," report why the amount of time per week the student participates in Current Extracurricular Activity #1 is unacceptable.

Persons With Whom The Student Interacts - Record the persons the student interacts with in Current Extracurricular Activity #1.

		  Schoolmates with disabilities

		  Schoolmates without disabilities
		  Instructional assistant

		  Special education teacher

		  Adult activity leader

		  Supportive companion

		  Regular education teacher

		  Coach

		  					

                                   
Is the array of persons with whom the student interacts in the Current Extracurricular Activity #1 acceptable?

		Yes

		No

If "Yes," record why the array of persons with whom the student interacts in the Current Extracurricular Activity #1 is acceptable.

		The student interacts with the same array of persons he/she would interact with if not disabled.

If "No," record why the array of persons with whom the student interacts in the Current Extracurricular Activity #1 is unacceptable.

		 He/she only interacts with adults.

		 She/he only interacts with professionals.

		 He/she never interacts with nondisabled schoolmates.

		She/he interacts with too many others who are disabled.

Report those persons with whom the student should interact while participating in Current Extracurricular Activity #1, but does not.

		 Schoolmates without disabilities

		 Coach

		 Adult activity leader

		 Supportive companion

		  						

     	                              
Supervision

Record the adults responsible for supervising the student while he/she participates in Current Extracurricular Activity #1.

		Adult activity leader

		Educational assistant

		Special education teacher

		Occupational therapist

		Volunteer

		Coach

		  						

     	                              
Are the persons responsible for supervising the student as he/she participates in Current Extracurricular Activity #1 acceptable?

		Yes

		No

If "No," report why the persons responsible for supervising the student while he/she participates in Current Extracurricular Activity #1 are unacceptable.

Report the adults who should supervise the student in Current Extracurricular Activity #1, but do not.

		Adult activity leader

		Coach

		  								

Extra Support

Extra support refers to the PERSONNEL, INFORMATION-TRAINING, INDIVIDUALIZED ADAPTATIONS, MONEY and OTHER phenomena a student and those who interact with her/him need in order to function acceptably in integrated extracurricular activities, THAT WOULD NOT BE NEEDED IF HE/SHE WAS NOT DISABLED.  In reality, it is often difficult or impossible to delineate mutually exclusive categories of support.  However, for organization and communication purposes it seems necessary here.

Record the PERSONNEL who provide support while the student participates in Current Extracurricular Activity #1 who would not provide it if he/she was not disabled.

		 Special education teacher

		 Instructional assistant

		 Occupational therapist

		 Physical therapist

		 Volunteer

		 Supportive companion

		 						

                                  
Are the extra PERSONNEL who provide support while the student participates in Current Extracurricular Activity #1 acceptable?

		Yes

		No

If "No," report why the extra PERSONNEL who provide support while he/she participates in Current Extracurricular Activity #1 are unacceptable.

		He/she receives more supervision from adults than is actually needed.

		The presence of an "aide" segregates her/him from nondisabled peers.

Report the PERSONNEL who should provide support while the student participates in Current Extracurricular Activity #1, but do not.

In some instances those who interact with the student may be in need of INFORMATION and/or specific kinds of TRAINING.  A soccer coach may need specific information about behavior management strategies; a supportive companion may need INFORMATION about the procedure to follow if a breathing tube becomes clogged, etc.

Record the extra INFORMATION-TRAINING that has been provided those who interact with the student while he/she participates in Extracurricular Activity #1.

Is the extra INFORMATION-TRAINING that has been provided those who interact with the student while he/she participates in Current Extracurricular Activity #1 acceptable?

		Yes

		No

Is there INFORMATION-TRAINING that should be provided those who interact with the student in Current Extracurricular Activity #1?

		Yes

		No

If "Yes," report the INFORMATION-TRAINING that should be provided and who should receive it.

Record the INDIVIDUALIZED ADAPTATIONS used in Current Extracurricular Activity #1. 

Are the INDIVIDUALIZED ADAPTATIONS used in Current Extracurricular Activity #1 acceptable?

		Yes

		No

If "No," report why the INDIVIDUALIZED ADAPTATIONS being used in Current Extracurricular Activity #1 are unacceptable.

		The adaptations currently being used do not work properly.

																																																																																																																																												                                                             
Are there INDIVIDUALIZED ADAPTATIONS that might enhance the functioning of the student in Current Extracurricular Activity #1?

		Yes

		No

If "Yes," describe the INDIVIDUALIZED ADAPTATIONS that might enhance the functioning of the student in Current Extracurricular Activity #1 and how each might be used.

                                                                 
Record any OTHER extra support provided Current Extracurricular Activity #1.

Is the OTHER extra support provided Extracurricular Activity #1 acceptable.

		 Yes

		 No

If "No," report why the OTHER extra support provided Extracurricular Activity #1 is unacceptable.

If OTHER extra support should be provided Extracurricular Activity #1, report it below.

Record the total amount of MONEY spent on Current Extracurricular Activity #1.

Is the total amount of MONEY spent on Current Extracurricular Activity #1 acceptable?

		Yes

		No

If "Yes," report why the total amount of MONEY spent in relation to Current Extracurricular Activity #1 is acceptable.

		The total cost is about the same as it would be if the student was not disabled.

		Extra personnel are required to provide the instruction necessary for the student to participate more.  However, this instruction will allow her/him to be more proficient and less costly in the long run.

                                                                 
If "No," report why the total amount of MONEY spent in relation to Current Extracurricular Activity #1 is unacceptable.

		The cost of paying professionals to assist the student could be reduced if the proper adaptations were utilized.

		Parents cannot afford the costs.

Extra Hardships

Record the extra hardships operative because the student participates in Current Extracurricular Activity #1.

Are there reasonable courses of action that can be taken to reduce at least some of the extra hardships that result from the student participating in Current Extracurricular Activity #1?

		Yes

		No

If "Yes," report the actions that may reduce at least some of the extra hardships and who might take them.

Future Plans

Have plans for future, or changes in existing, extracurricular activities been developed?

		Yes

		No
If "Yes," report where the plans are located.

		 In the current Individualized Transition Plan

		 In the most recent Multidisciplinary Team Report

		 In the current IEP

If "No," report why such plans are not available.

		Changes in extracurricular activities in the near future are not anticipated.

		Participation in extracurricular activities is not a high priority at this time.

		Plans are being developed.

Additional Information

Record additional information that should be considered in the process of determining whether in Current Extracurricular Activity #1 is in reasonable accordance with the values presented.

Summary Judgment

After considering all the information gathered, is it your judgment that current school sponsored extracurricular experiences are in reasonable accordance with the values presented or are otherwise acceptable?

Record your judgment on the Social Relationship Summary Chart in the Summary and Preference section.

Current Extracurricular Activity # 

Compare the realities of Current Extracurricular Activity # , if operative, with the values presented with the same strategy used in relation to Current Extracurricular Activity #1.

STRATEGY #2

Informed persons should ask at least the questions presented below and discuss all reasonable responses candidly.  If other questions seem relevant, they should be added.  After all the information needed to make informed judgments about relationships between the values presented and extracurricular realities has been carefully considered, a summary judgment should be recorded.

Array

Is the array of school sponsored extracurricular activities in which the student is involved across the school year in accordance with the values presented, or is it acceptable under the circumstances?

                                                                 

Time

Are the amounts of time the student spends per session, week, month and year in extracurricular activities in accordance with the values presented, or are they acceptable under the circumstances?

                                                                 
                                                                 
Persons With Whom the Student Interacts

Are the persons with whom the student interacts while engaging in extracurricular activities in accordance with the values presented or otherwise acceptable?

                                                                 
Supervision

Is the supervision provided while he/she engages in extracurricular activities in accordance with the values presented or otherwise acceptable? 

                                                                 
Support Personnel

Are the persons who provide support as he/she participates in extracurricular activities in accordance with the values presented or otherwise acceptable? 

                                                                 
Information-Training

Is the information and/or training that has been provided those who interact with the student as she/he participates in extracurricular activities in accordance with the values presented or otherwise acceptable?

Individualized Adaptations

Are the individualized adaptations used to assist the student to function effectively in extracurricular activities in accordance with the values presented or otherwise acceptable? 

                                                                 
                                                                Other Extra Support

Are the other extra supports provided in relation to extracurricular activities in accordance with the values presented or otherwise acceptable?

Money

Is the amount of money spent in relation to extracurricular activities in accordance with the values presented or otherwise acceptable?

Extra Hardships

Have extra hardships been created because the student participates in extracurricular activities?  If so, are reasonable courses of action that can be taken to reduce them available?

                                                                 
                                                                 
Future Plans

Have plans been designed to involve the student in school sponsored extracurricular activities in the future? 

                                                                 
Additional Information

Is there additional information that should be considered in the process of determining whether the student's participation in integrated school sponsored extracurricular activities is in reasonable accordance with the values presented or is otherwise acceptable?

                                                                 
Summary Judgment Across Extracurricular Activities

After considering all the information gathered, is it your judgment that current school sponsored extracurricular experiences are in reasonable accordance with the values presented or are otherwise acceptable?

Record your judgment on the Social Relationship Summary Chart in the Summary and Preferences Section.

After School and Weekend Relationships

Most who interact with students with significant disabilities hope that there is one in the world who has a rich, varied, joyful, habilitative and constructive after school and weekend life; a life that is just as good as it would be if she/he was not disabled or one that cannot be improved substantially.  In contrast, most who interact with such students know that the after school and weekend lives of the overwhelming majority are not even close to being as good as they would be if they were not disabled or as good as they could be if reasonable resources were devoted to making them better.  

Nondisabled students develop a wide array of relationships at school and then express them in nonschool environments after school and during weekends and other nonschool days.  In contrast, meaningful relationships between students with severe disabilities and nondisabled peers are rarely developed at school.  Even when they are, relatively little effort is devoted to ensuring they are expressed constructively in nonschool environments after school and during weekends and other nonschool days.  So most are not.

The more time persons with significant disabilities spend with nondisabled schoolmates in constructive nonschool environments, activities and relationships, the less they will require the presence of family members or individuals who are paid expressly to be with them.  The result will be a more integrated, enhancing, and typical quality of life for all.

Values

Those responsible for the well-being of the student should take every action necessary to become informed of all relevant opportunities to build constructive after school and weekend relationships with supportive companions and other appropriate nondisabled persons.

The student should be provided reasonable opportunities to become involved in approximately the same number and range of environments, activities and social relationships after school and during weekends he/she would have access to if not disabled.

The student must have a reasonable amount of direct experiences in a wide array of after school and weekend environments and activities so informed choices as to those in which she/he might become more involved can be made.

The student should be as participatory as possible in decisions about whether or not to become involved in particular after school-weekend experiences.

The after school and weekend experiences in which the student is involved should contain natural or acceptable distributions of persons who are and are not disabled.

Only in rare instances should those responsible for after school-weekend functioning have the power to prevent the involvement of someone because she/he is disabled.  If such an involvement creates an unnatural proportion is one example.

The amount of time the student participates in after school-weekend experiences should be sufficient to realize a reasonable array of physical, social, and other benefits.

The after school-weekend relationships selected for development should be as resource efficient as possible.  However, if the student requires extra support, all means of generating it should be exhausted before developing the relationship is deemed "unrealistic", "not feasible", etc.

The supervision provided after school-weekend relationships should be the same as that provided nondisabled persons, whenever reasonable.
School officials have extended school day responsibilities.  That is, using the IEP process as a vehicle, all reasonable actions that ensure involvement in constructive after school-weekend environments, activities and relationships must be taken.  

The student should be involved in after school-weekend experiences with the same persons with whom he/she would likely be involved if not disabled.

Involvement in after school-weekend experiences should attenuate rather than contribute to extra hardships experienced by family members and others directly responsible for the well-being of the student.

As the end of the school career approaches, the after school-weekend supportive companion relationships selected for development should be those most appropriate for actualization in postschool life.

Developing constructive after school-weekend supportive companion relationships is easier, less costly and less cumbersome if the student attends the school of her/his brothers, sisters, friends and neighbors; i.e., his/her home school.

Periods in a week, month or year during which the student is involved in constructive after school-weekend experiences that are followed by periods during which she/he is not, is unacceptable.  Reasonable balance across time is extremely important.  

Realities

"After school-weekends" refers to the time school ends to the time the student goes to bed at night on school days and from the time he/she awakens until she/he goes to bed for the night on Saturdays, Sundays, holidays and other nonschool days.  For purposes here, "after school" is arbitrarily divided into two time segments:

#1.	From the time the school day ends to just before the start of the evening meal period; and,

#2.	From the time the evening meal period ends to the time the student goes to bed for the night.

Saturdays, Sundays, holidays, etc. are arbitrarily divided into three time segments:

#3. 	Mornings - from the time a student awakens to just before the lunch period;

#4.	Afternoons - from the start of the lunch period to just before the evening meal period; and,

#5.	Evenings - from the start of the evening meal period until the student goes to bed for the night.

On The Current After School-Weekend Chart record the environments in which the student functions and the major activities in which she/he engages in each time segment.  Then record the month or months in which he/she is involved in each activity.  If the student is involved in an activity during the entire school year, check school year.  If the student is involved in an activity throughout the calendar year, check annual.  Then record the days of the week and the times the student typically participates in each activity.  Finally, report the persons who typically interact with the student during each activity.  

THE CURRENT AFTER SCHOOL-WEEKEND CHART

Time Segment #1 - From        To _____     

Environment                                                                Time               
   Activity                         Months                Days         From  -   To           Student Interacts With    

                                 S      O      N          M      T           -              Students with disabilities

                                 D      J      F          W      R                          Nondisabled students

                                 M      A      M          F      S                          Adult activity leader  

                                 J      J      A          SU                                Personal attendant
  
                                 School Year                                                Supportive companion

                                 Annual                                                     Parent

                                                                                            Brother

                                                                                            Sister

                                                                                        ___ _____________________                                

                                                                                        ___ _____________________                                

                                 S      O      N          M      T           -              Students with disabilities

                                 D      J      F          W      R                          Nondisabled students

                                 M      A      M          F      S                          Adult activity leader  

                                 J      J      A          SU                                Personal attendant
  
                                 School Year                                                Supportive companion

                                 Annual                                                     Parent

                                                                                            Brother

                                                                                            Sister

		                       ___ ________________

		                       ___ ________________

THE CURRENT AFTER SCHOOL-WEEKEND CHART

Time Segment #1 - From        To _____     

Environment                                                                Time               
   Activity                         Months                Days         From  -   To           Student Interacts With    

                                 S      O      N          M      T           -              Students with disabilities

                                 D      J      F          W      R                          Nondisabled students

                                 M      A      M          F      S                          Adult activity leader  

                                 J      J      A          SU                                Personal attendant
  
                                 School Year                                                Supportive companion

                                 Annual                                                     Parent

                                                                                            Brother

                                                                                            Sister

                                                                                        ___ _____________________                                

                                                                                        ___ _____________________                                

                                 S      O      N          M      T           -              Students with disabilities

                                 D      J      F          W      R                          Nondisabled students

                                 M      A      M          F      S                          Adult activity leader  

                                 J      J      A          SU                                Personal attendant
  
                                 School Year                                                Supportive companion

                                 Annual                                                     Parent

                                                                                            Brother

                                                                                            Sister

		                       ___ ________________

		                       ___ ________________
THE CURRENT AFTER SCHOOL-WEEKEND CHART

Time Segment #1 - From        To _____     

Environment                                                                Time               
   Activity                         Months                Days         From  -   To           Student Interacts With    

                                 S      O      N          M      T           -              Students with disabilities

                                 D      J      F          W      R                          Nondisabled students

                                 M      A      M          F      S                          Adult activity leader  

                                 J      J      A          SU                                Personal attendant
  
                                 School Year                                                Supportive companion

                                 Annual                                                     Parent

                                                                                            Brother

                                                                                            Sister

                                                                                        ___ _____________________                                

                                                                                        ___ _____________________                                

                                 S      O      N          M      T           -              Students with disabilities

                                 D      J      F          W      R                          Nondisabled students

                                 M      A      M          F      S                          Adult activity leader  

                                 J      J      A          SU                                Personal attendant
  
                                 School Year                                                Supportive companion

                                 Annual                                                     Parent

                                                                                            Brother

                                                                                            Sister

		                       ___ ________________

		                       ___ ________________
THE CURRENT AFTER SCHOOL-WEEKEND CHART

Time Segment #1 - From        To _____     

Environment                                                                Time               
   Activity                         Months                Days         From  -   To           Student Interacts With    

                                 S      O      N          M      T           -              Students with disabilities

                                 D      J      F          W      R                          Nondisabled students

                                 M      A      M          F      S                          Adult activity leader  

                                 J      J      A          SU                                Personal attendant
  
                                 School Year                                                Supportive companion

                                 Annual                                                     Parent

                                                                                            Brother

                                                                                            Sister

                                                                                        ___ _____________________                                

                                                                                        ___ _____________________                                

                                 S      O      N          M      T           -              Students with disabilities

                                 D      J      F          W      R                          Nondisabled students

                                 M      A      M          F      S                          Adult activity leader  

                                 J      J      A          SU                                Personal attendant
  
                                 School Year                                                Supportive companion

                                 Annual                                                     Parent

                                                                                            Brother

                                                                                            Sister

		                       ___ ________________

		                       ___ ________________
THE CURRENT AFTER SCHOOL-WEEKEND CHART

Time Segment #1 - From        To _____     

Environment                                                                Time               
   Activity                         Months                Days         From  -   To           Student Interacts With    

                                 S      O      N          M      T           -              Students with disabilities

                                 D      J      F          W      R                          Nondisabled students

                                 M      A      M          F      S                          Adult activity leader  

                                 J      J      A          SU                                Personal attendant
  
                                 School Year                                                Supportive companion

                                 Annual                                                     Parent

                                                                                            Brother

                                                                                            Sister

                                                                                        ___ _____________________                                

                                                                                        ___ _____________________                                

                                 S      O      N          M      T           -              Students with disabilities

                                 D      J      F          W      R                          Nondisabled students

                                 M      A      M          F      S                          Adult activity leader  

                                 J      J      A          SU                                Personal attendant
  
                                 School Year                                                Supportive companion

                                 Annual                                                     Parent

                                                                                            Brother

                                                                                            Sister

		                       ___ ________________

		                       ___ ________________

Other Information

Record other information needed to secure a reasonable understanding of the current after school-weekend life of the student.

                                                                 
The task now is to determine if current after school-weekend realities are in reasonable accordance with the values presented. The strategy offered is to delineate the time segments judged by the IEP team and significant others to be in need of the most attention; and then compare the values to the realities in each. In most instances the after school and the Saturday morning time segments are the most problematic and therefore are given priority over others.  The forms, etc. necessary to address Time Segment #1 and one additional segment are provided.  Users are encouraged to adapt that presented to address other time segments.
The School

Does the student attend his/her home school; i.e., the school she/he would probably attend if not disabled?

		Yes

		No

If "No," does the fact that the student does not attend his/her home school have an effect on her/his after school-weekend social life?

		Yes

		No
If "Yes," report how the after school-weekend social life of the student is affected by attending a non-home school.

		The student does not attend school with nondisabled peers who live near him.  This makes it extremely difficult to establish relationships at school and then arrange for them to be expressed after school and during weekends.

Time Segment #1

Day

M     T     W     T     F     All School Days

Time

From ____  To ______

Environments

Record the environments in which the student typically functions in Time Segment #1 or examine the Current After School-Weekend Chart.
																																																																						
Is the array of environments in which the student functions during Time Segment #1 acceptable?

		Yes

		No

If "Yes," report why the array of environments in which the student functions during Time Segment #1 is acceptable.

If "No," report why the array of environments in which the student functions during Time Segment #1 is unacceptable.

                                                                 
Are there environments in which the student should function during Time Segment #1, but does not?

		Yes

		No
If "Yes," report the environments in which the student should function during Time Segment #1 and why.

                                                                 
Activities

Record the activities in which the student is involved during Time Segment #1 or examine the Current After School-Weekend Chart.

Is the array of activities in which the student participates during Time Segment #1 acceptable?

		Yes

		No

If "Yes," report why the array of activities in which the student participates during Time Segment #1 is acceptable.

If "No," report why the array of activities in which the student participates during Time Segment #1 is unacceptable.

                                                             
Are there activities in which the student could or should participate during Time Segment #1, but does not?

		Yes

		No

If "Yes," report the activities in which the student could or should participate during Time Segment #1 and why.

                                                             
Time

Are the amounts of time the student participates in each activity during Time Segment #1 acceptable?

		Yes

		No

If "Yes," report why the amounts of time the student participates in each activity during Time Segment #1 are acceptable.

If "No," report why the amounts of time the student participates in an activity during Time Segment #1 are unacceptable.

Persons With Whom The Student Interacts

Record the persons with whom the student interacts during Time Segment #1 or examine the Current After School-Weekend Chart.

		 Schoolmates with disabilities

		 Schoolmates without disabilities

		 Mother

		 Father

		 Brother

		 Sister

		 Grandparent

		 Cousin

		 Neighborhood peers

		 Babysitter

		 Personal attendant

		 Supportive companion

		  						     	                           

Is the array of persons with whom the student interacts during Time Segment #1 acceptable?

		Yes

		No

If "Yes," record why the array of persons with whom the student interacts during Time Segment #1 is acceptable.

If "No," record why the array of persons with whom the student interacts during Time Segment #1 is unacceptable.

Are there persons with whom the student should interact during Time Segment #1, but does not?

		Yes

		No
If "Yes," report the persons with whom the student should interact during Time Segment #1 and why.

Supervision

Record the persons responsible for supervising the student during Time Segment #1.

		 Adult activity leader

		 Educational assistant

		 Special education teacher

		 Schoolmates without disabilities

		 Personal attendant

		 Volunteer

		 Parent

		  					

Are the persons responsible for supervising the student during Time Segment #1 acceptable?

		Yes

		No

If "Yes," report why the persons responsible for supervising the student during Time Segment #1 are acceptable.

If "No," report why the persons responsible for supervising the student during Time Segment #1 are unacceptable.

Report those persons who should be responsible for supervising the student during Time Segment #1, but are not.

		 Adult activity leader

		 Schoolmates without disabilities

		 A supportive companion 

Extra Support

Extra support refers to the PERSONNEL, INFORMATION-TRAINING, INDIVIDUALIZED ADAPTATIONS, MONEY, and OTHER phenomena a student and those who interact with her/him need in order to participate meaningfully in appropriate experiences after school and during weekends THAT WOULD NOT BE NEEDED IF HE/SHE WAS NOT DISABLED.  In reality, it is often difficult or impossible to delineate mutually exclusive categories of support.  However, attempts seem necessary here for organization and communication purposes.

Record the PERSONS who provide support during Time Segment #1 who would not do so if the student was not disabled.

		  Adult activity leader

		  Educational assistant

		  Special education teacher

		  Schoolmates without disabilities

		  Personal attendant

		  Volunteer

		  Respite worker

		  Parent/Guardian

                                                             
Are the PERSONS who provide support during Time Segment #1 acceptable?

		 Yes

		 No

If "No," report why the PERSONS who provide support during Time Segment #1 are unacceptable.

                                                             
Report the PERSONS who should provide support during Time Segment #1, but do not, and the support they should provide.

In some instances those who interact with the student may be in need of INFORMATION and/or specific kinds of TRAINING that would not be needed if he/she was not disabled.  

Record the extra INFORMATION-TRAINING that has been provided those who interact with the student during Time Segment #1?

Is the INFORMATION-TRAINING that has been provided those who interact with the student during Time Segment #1 is acceptable?

		Yes

		No

If "No," report why the INFORMATION-TRAINING that has been provided those who interact with the student during Time Segment #1 is unacceptable. 

Is there additional INFORMATION-TRAINING that should be provided those who interact with the student during Time Segment #1?

		Yes

		No

If "Yes," report the additional INFORMATION-TRAINING that should be provided and who should receive it.

                                                                 
INDIVIDUALIZED ADAPTATIONS are the materials, assistive devices, sequences, regulations and other factors that have to be utilized, modified or created so that the student can function acceptably, that would not be needed if he/she were not disabled.

Record the INDIVIDUALIZED ADAPTATIONS used during Time Segment #1. 

Are the INDIVIDUALIZED ADAPTATIONS utilized during Time Segment #1 acceptable?

		Yes

		No

If "No," report why the INDIVIDUALIZED ADAPTATIONS utilized during Time Segment #1 are unacceptable.

                                                                Are there INDIVIDUALIZED ADAPTATIONS that might enhance the functioning of the student during Time Segment #1?

		 Yes

		 No

If "Yes," describe them and report how each might be used.

Record OTHER extra support provided during Time Segment #1.

Is the OTHER extra support provided during Time Segment #1 acceptable.

		 Yes

		 No

If "No," report why the OTHER extra support provided during Time Segment #1 is unacceptable.

                                                                 
If there is extra support that should be provided during Time Segment #1 that has not been described above, report it below.

                                                                 

Record the amounts of MONEY being spent per typical day and week during Time Segment #1, that would not be spent if the student was not disabled.

          M         	 $			

          T			 $			

          W			 $			

          TH			 $			

          F			 $			

          S 			 $			

          S			 $			

          Total Per Week				   $				

Is the amount of extra MONEY spent per typical week during Time Segment #1 acceptable?

		 Yes

		 No

If "No," report why the amount of extra MONEY spent per week during Time Segment #1 is unacceptable.

		Parents cannot afford the extra costs.

		The cost of paying professionals to assist the student could be reduced if proper adaptations were utilized.

Extra Hardships

Record extraordinary hardships being experienced during Time Segment #1.

                                                               
Are there reasonable courses of action that can be taken to alleviate at least some of the extra hardships experienced during Time Segment #1?

		Yes

		No

If "Yes," report the actions that may reduce at least some of the extra hardships and those who should take them.

Future Experiences

Have plans for future, or changes in existing, after school-weekend experiences during Time Segment #1 been developed?

		Yes

		No

If "Yes," report where the plans are located.

		In the current IEP

		In the most recent Multidisciplinary Team Report

		In the most recent Individualized Transition Plan (ITP)

		In the Individualized Family Support Plan (IFSP)

		In the most recent Individualized Habilitation Plan (IHP)

                                                                 
If "No," report why such plans have not been developed.

		Changes in existing experiences in the near future are not anticipated.

		A plan is currently being developed.

Additional Information

Record additional information that should be considered in the process of determining whether the life of the student during Time Segment #1 is in reasonable accordance with the values presented.

																																																																																																		                                                                 

Summary Judgment

After considering the information gathered, is it your summary judgment that the after school-weekend life of the student during Time Segment #1 is in reasonable accordance with the values or is otherwise acceptable?

		Yes

		No

Time Segment #   

Day

___ M  ____ T ____ W ____ T ____F ____ S ____ Su

Time

From _____  To _____

Environments

Record the environments in which the student typically functions in Time Segment #  or examine the Current After School-Weekend Chart.

                                                                 
Is the array of environments in which the student functions during Time Segment #  acceptable?

		Yes

		No

If "Yes," report why the array of environments in which the student functions during Time Segment #  is acceptable.

                                                                 
If "No," report why the array of environments in which the student functions during Time Segment #  is unacceptable.

                                                                 
Are there environments in which the student should function during Time Segment # , but does not?

		 Yes

		 No

If "Yes," report the environments in which the student should function during Time Segment #  and why.

                                                                 

Activities

Record the activities in which the student is involved during Time Segment #  or examine the Current After School-Weekend Chart.

Is the array of activities in which the student participates during Time Segment #  acceptable?

		Yes

		No

If "Yes," report why the array of activities in which the student participates during Time Segment #  is acceptable.

If "No," report why the array of activities in which the student participates during Time Segment #  is unacceptable.

Are there activities in which the student could or should participate during Time Segment # , but does not?

		Yes

		No

If "Yes," report the activities in which the student could or should participate during Time Segment #  and why.

Time

Are the amounts of time the student participates in each activity during Time Segment #  acceptable?

		Yes

		No

If "Yes," report why the amounts of time the student participates in each activity during Time Segment #  are acceptable.

                                                             
If "No," report why the amounts of time the student participates in an activity during Time Segment #  are unacceptable.

Segment #  or examine the Current After School-Weekend Chart.

		 Schoolmates with disabilities

		 Schoolmates without disabilities

		 Mother

		 Father

		 Brother

		 Sister

		 Grandparent

		 Cousin

		 Neighborhood peers

		 Babysitter

		 Personal attendant

		 Supportive companion

		  						

Is the array of persons with whom the student interacts during Time Segment #  acceptable?

		Yes

		No

If "Yes," record why the array of persons with whom the student interacts during Time Segment #  is acceptable.

If "No," record why the array of persons with whom the student interacts during Time Segment #  is unacceptable.

Are there persons with whom the student should interact during Time Segment # , but does not?

		Yes

		No

If "Yes," report the persons with whom the student should interact during Time Segment #  and why.

Supervision

Record the persons responsible for supervising the student during Time Segment # .

		 Adult activity leader

		 Educational assistant

		 Special education teacher

		 Schoolmates without disabilities

		 Personal attendant

		 Volunteer

		 Parent

		 					

Are the persons responsible for supervising the student during Time Segment #  acceptable?

		Yes

		No

If "Yes," report why the persons responsible for supervising the student during Time Segment #  are acceptable.

If "No," report why the persons responsible for supervising the student during Time Segment #  are unacceptable.

Report those persons who should be responsible for supervising the student during Time Segment # , but are not.

		 Adult activity leader

		 Schoolmates without disabilities

		 A supportive companion 

																																																																						

Extra Support

Extra support refers to the PERSONNEL, INFORMATION-TRAINING, INDIVIDUALIZED ADAPTATIONS, MONEY, and OTHER phenomena a student and those who interact with her/him need in order to participate meaningfully in appropriate experiences after school and during weekends THAT WOULD NOT BE NEEDED IF HE/SHE WAS NOT DISABLED.  In reality, it is often difficult or impossible to delineate mutually exclusive categories of support.  However, attempts seem necessary here for organization and communication purposes.

Record the PERSONS who provide support during Time Segment #  who would not do so if the student was not disabled.

 		 Adult activity leader

 		 Educational assistant

 		 Special education teacher

 		 Schoolmates without disabilities

 		 Personal attendant

 		 Volunteer

 		 Respite worker

 		 Parent/Guardian

                                                             
Are the PERSONS who provide support during Time Segment # acceptable?

		Yes

		No

If "No," report why the PERSONS who provide support during Time Segment #  are unacceptable.

                                                             
Report the PERSONS who should provide support during Time Segment # , but do not, and the support they should provide.

In some instances those who interact with the student may be in need of INFORMATION and/or specific kinds of TRAINING that would not be needed if he/she was not disabled.  

Record the extra INFORMATION-TRAINING that has been provided those who interact with the student during Time Segment # ?

Is the INFORMATION-TRAINING that has been provided those who interact with the student during Time Segment #  is acceptable?

		 Yes

		 No

If "No," report why the INFORMATION-TRAINING that has been provided those who interact with the student during Time Segment #  is unacceptable. 

Is there additional INFORMATION-TRAINING that should be provided those who interact with the student during Time Segment # ?

		 Yes

		 No

If "Yes," report the additional INFORMATION-TRAINING that should be provided and who should receive it.

INDIVIDUALIZED ADAPTATIONS are the materials, assistive devices, sequences, regulations and other factors that have to be utilized, modified or created so that the student can function acceptably, that would not be needed if he/she were not disabled.

Record the INDIVIDUALIZED ADAPTATIONS used during Time Segment # . 

Are the INDIVIDUALIZED ADAPTATIONS utilized during Time Segment # acceptable?

		Yes

		No

If "No," report why the INDIVIDUALIZED ADAPTATIONS utilized during Time Segment #  are unacceptable.

Are there INDIVIDUALIZED ADAPTATIONS that might enhance the functioning of the student during Time Segment # ?

		Yes

		No

If "Yes," describe them and report how each might be used.

                                                                 

Record OTHER extra support provided during Time Segment # .

Is the OTHER extra support provided during Time Segment # acceptable.

		Yes

		No

If "No," report why the OTHER extra support provided during Time Segment #  is unacceptable.

If there is extra support that should be provided during Time Segment #  that has not been described above, report it below.

Record the amounts of MONEY being spent per typical day and week during Time Segment # , that would not be spent if the student was not disabled.

		  M         	 $			

          T			 $			

          W			 $			

          TH			 $			

          F			 $			

          S 			 $			

          S			 $			

          Total Per Week				   $				 

Is the amount of extra MONEY spent per typical week during Time Segment #  acceptable?

		 Yes

		 No

If "No," report why the amount of extra MONEY spent per week during Time Segment #  is unacceptable.

		Parents cannot afford the extra costs.

		The cost of paying professionals to assist the student could be reduced if proper adaptations were utilized.

Extra Hardships

Record extraordinary hardships being experienced during Time Segment # .

Are there reasonable courses of action that can be taken to alleviate at least some of the extra hardships experienced during Time Segment # ?

		Yes

		No

If "Yes," report the actions that may reduce at least some of the extra hardships and those who should take them.

Future Experiences

Have plans for future, or changes in existing, after school-weekend experiences during Time Segment #  been developed?

		Yes

		No

If "Yes," report where the plans are located.

		In the current IEP

		In the most recent Multidisciplinary Team Report

		In the most recent Individualized Transition Plan (ITP)

		In the Individualized Family Support Plan (IFSP)

		In the most recent Individualized Habilitation Plan (IHP)

                                                                 
If "No," report why such plans have not been developed.

		Changes in existing experiences in the near future are not anticipated.

		A plan is currently being developed.

                                                                 
Additional Information

Record additional information that should be considered in the process of determining whether the life of the student during Time Segment #  is in reasonable accordance with the values presented.

																																																																																																																																												

                                                                 
Summary Judgment

After considering the information gathered, is it your summary judgment that the after school-weekend life of the student during time Segment #  is in reasonable accordance with the values or is otherwise acceptable?

Summary Judgment Across Time Segments

After considering the social lives of the student across time segments, is it you judgment that each is in reasonable accordance with the values or is otherwise acceptable?

		Yes

		No

Record your judgment on the Social Relationship Summary Chart in the Summary and Preferences Section.

Regular Education Relationships

One of the many important reasons why a student with significant disabilities must function in Regular Education settings is so that meaningful social relationships with nondisabled classmates can be developed.  Indeed, without the support of nondisabled peers, the success of students with severe disabilities in Regular Education settings will be severely restricted.  In rare instances, the mere presence of a student is sufficient to allow the development of an array of important supportive relationships with nondisabled classmates.  In most instances, however, merely functioning in a Regular Education setting is not sufficient. Responsible adults must engineer and nurture a decent social existence.

Before proceeding, two points are in order.  First, it is assumed that the student is functioning in at least one Regular Education experience and that the IEP team is in the process developing a supportive companion relationship with a nondisabled peer; or that such a student is not functioning in a Regular Education setting, but plans for him/her to do so in the near future are operative.  If the student does not have a Regular Education Supportive Companion, proceed to the Summary Across Regular Education Experiences on the last page of this component. Second, as acceptable supportive companion relationships cannot be developed independent of professionally sound educational experiences, a variety of factors critical for meaningful functioning in Regular Education settings must be addressed concurrently.  Space does not permit a detailed exploration of the many important factors associated with acceptable functioning in Regular Education settings.   Thus, users are encouraged to add those they judge appropriate, to study existing professional literature and to examine the manual entitled "Generating Regular Education Experiences for a Student with Significant Disabilities" (Brown et al, 1994).

Values

Functioning in Regular Education settings is inherently valuable and a liberty that must be available to all students.

The Regular Education settings of today are the integrated religious services, shopping malls, parks, pools, "Y"s, workplaces and apartment complexes of tomorrow.  Learning to function effectively in the former, enhances the probabilities of successful functioning in the latter.

The student should have access to the school, classrooms, classes and other Regular Education settings in which she/he would function if not disabled. 

Functioning in Regular Education settings must result in the student realizing reasonable educational, social and other benefits.  

Functioning in a Regular Education setting does not justify the provision of meaningless, patronizing, chronological age inappropriate or low priority educational and related services.

Much of the instruction provided in Regular Education settings is a means rather than an end.  That is, much of what the student learns therein should be valuable for, and manifested in, other environments.

The presence of the student who is severely disabled in a Regular Education setting should enhance, rather than interfere with, the educational and social growth of nondisabled classmates.

If success in a Regular Education setting is to be realized, it will be necessary to modify or provide alternative to many of the experiences provided nondisabled students.

No more than two students with significant disabilities should be in a Regular Education setting, even if they would function therein if not disabled.

If success in a Regular Education setting is to be realized, at least one nondisabled schoolmate or classmate must function as a supportive companion.   

A supportive companion relationship should not interfere with the academic functioning of the nondisabled participant.

The parents/guardians of supportive companions should approve of such relationships.

Supportive companion relationships with nondisabled classmates and schoolmates should not be a function of pressure, patronization, guilt, pity, etc. 

Having the student proceed through an educational career without experiencing an array of supportive companion relationships with nondisabled schoolmates and classmates is untenable.

As supportive companion relationships are developed, the time, cost and direct services of professionals can be reduced without sacrificing educational quality.  Supportive functions should not be provided by professionals, if they can be provided by peers.

During the transition years, ages 19-22, Regular Education supportive companions may not be as important as similar relationships with the nondisabled persons who function in the integrated nonschool environments the student will utilize after graduation.

Realities

On The Current Regular Education Experience (CRE) Chart report the name of the school the student attends, whether it is an elementary, middle-junior or senior high school and the day of concern.  Then record the subjects the student studies, the settings and time periods each subject is studied.  Then record the activities in which the student engages in each subject and the persons with whom the student interacts in each setting. Topics, content areas, courses, classes, recess, periods, etc., in this context, are considered subjects.  If additional information is relevant, record it on the page entitled "Other Information."  

THE CURRENT EDUCATIONAL EXPERIENCE CHART

        School                                                              Day

                                          Elem.                  M      T      W      T      F

                                          Middle-Jr

                                          High
CRE
	Subject
		Setting		Time
			Activity		From   -   To 	     Student Interacts With

CRE-1              	                                                - ______      

	  ___________              
	  
		              		   	Regular Education Teacher

			                                  		   	Special Education Teacher

			                                  		   	Paraprofessional

			                                  		   	Supportive Companion

			                                  		   	Students with Disabilities

			                                  		   	Nondisabled Students

					   	Therapist

					   					                           

THE CURRENT EDUCATIONAL EXPERIENCE CHART

        School                                                              Day

                                          Elem.                  M      T      W      T      F

                                          Middle-Jr

                                          High
CRE
	Subject
		Setting		Time
			Activity		From   -   To 	     Student Interacts With

CRE-_              	                                                - ______      

	  ___________              
	  
		              		   	Regular Education Teacher

			                                  		   	Special Education Teacher

			                                  		   	Paraprofessional

			                                  		   	Supportive Companion

			                                  		   	Students with Disabilities

			                                  		   	Nondisabled Students

					   	Therapist

					   					                           

THE CURRENT EDUCATIONAL EXPERIENCE CHART

        School                                                              Day

                                          Elem.                  M      T      W      T      F

                                          Middle-Jr

                                          High
CRE
	Subject
		Setting		Time
			Activity		From   -   To 	     Student Interacts With

CRE-_              	                                                - ______      

	  ___________              
	  
		              		   	Regular Education Teacher

			                                  		   	Special Education Teacher

			                                  		   	Paraprofessional

			                                  		   	Supportive Companion

			                                  		   	Students with Disabilities

			                                  		   	Nondisabled Students

					   	Therapist

					   					                           

THE CURRENT EDUCATIONAL EXPERIENCE CHART

        School                                                              Day

                                          Elem.                  M      T      W      T      F

                                          Middle-Jr

                                          High
CRE
	Subject
		Setting		Time
			Activity		From   -   To 	     Student Interacts With

CRE-_              	                                                - ______      

	  ___________              
	  
		              		   	Regular Education Teacher

			                                  		   	Special Education Teacher

			                                  		   	Paraprofessional

			                                  		   	Supportive Companion

			                                  		   	Students with Disabilities

			                                  		   	Nondisabled Students

					   	Therapist

					   					                           

THE CURRENT EDUCATIONAL EXPERIENCE CHART

        School                                                              Day

                                          Elem.                  M      T      W      T      F

                                          Middle-Jr

                                          High
CRE
	Subject
		Setting		Time
			Activity		From   -   To 	     Student Interacts With

CRE-_              	                                                - ______      

	  ___________              
	  
		              		   	Regular Education Teacher

			                                  		   	Special Education Teacher

			                                  		   	Paraprofessional

			                                  		   	Supportive Companion

			                                  		   	Students with Disabilities

			                                  		   	Nondisabled Students

					   	Therapist

					   					                           

Other Information

Record any other information needed to generate a reasonable understanding of the current Regular Education Supportive Companion Relationships of the student.  

Current Regular Education Experience #1

Are nondisabled classmates providing support to the student in Regular Education Experience #1?

		 Yes 

		 No 

Are the supportive companion relationships operative in Current Regular Education Experience #1 acceptable?

		Yes 

		No 

If "Yes," report why the supportive companion relationships in Current Regular Education Experience #1 are acceptable.

If "No," report why the supportive companion relationships are unacceptable.

Are there supportive companion relationships that should be operative in Current Regular Education Experience #1 that are not?

		Yes 

		No 

If "Yes," report the supportive companion relationships that should be operative in Regular Education Experience #1.

                                                                 
Additional Information

Record additional information that should be considered in the process of determining whether the supportive companion relationships operative in Current Regular Education Experience #1 are in reasonable accordance with the values.

																																																																																																																														                                                              

Summary Judgment

Is it your judgment that the supportive companion relationships operative in Regular Education Experience #1 are in reasonable accordance with the values?

		Yes 

		No 

Proceed to the next Current Regular Education Experience or to the Summary Judgment Across Experiences on the last page of this component.

Current Regular Education Experience # 

Are nondisabled classmates providing support to the student in Regular Education Experience # ?

		Yes 

		No 

If "Yes," describe the support provided by nondisabled classmates.

Are the supportive companion relationships operative in Current Regular Education Experience #  acceptable?

		Yes 

		No 

If "Yes," report why the supportive companion relationships operative in Current Regular Education Experience #  are acceptable.

If "No," report why the supportive companion relationships are unacceptable.

Are there supportive companion relationships that should be operative in Current Regular Education Experience # ?

		Yes 

		No 

If "Yes," report the supportive companion relationships that should be operative in Regular Education Experience # .

Additional Information

Record additional information that should be considered in the process of determining whether the supportive companion relationships operative in Current Regular Education Experience # are in reasonable accordance with the values.

Summary Judgment

Is it your judgment that the supportive companion relationships operative in Regular Education Experience #  are in reasonable accordance with the values.

		 Yes 

		 No 

Proceed to the next Current Regular Education Experience or to the Summary Judgment Across Regular Education Experiences on the last page of this component.

Summary Judgment Across Regular Education Experiences

After studying supportive companion relationships operative in all Current Regular Education experiences, is it your judgment that they are in reasonable accordance with the values or are otherwise acceptable?

Record your judgment on the Social Relationship Summary Chart in the Summary and Preferences Section.

True Friendships

A True Friend is someone you really want to sit next to - you want them to like you - you want to do things with them - you relax in their presence - you talk to them about things you do not talk to others about - you have feelings of warmth and togetherness when you think of them - you like them more - you seek them out - you care extra about what happens to them - you go out of your way to help them - you learn a lot from them - you know that they will be loyal and faithful - you can count on them - you hurt when they hurt - you accept them and they accept you.

The more important the relationship, the more difficulties encountered when trying to operationally define it.  Love, beauty, quality, freedom and, the phenomenon of concern here, True Friendship are examples.  Few go through life with more than ten True Friends.  Too often we do not realize how important they are until we lose them or something bad happens to them.

What is the difference between a travel companion, an eating companion, a teammate, a classmate, a tutor and a True Friend? Wish we knew.  A True Friendship is qualitatively more, but we cannot be precise.

Few individuals with severe disabilities have True Friends.  In fact, far too many do not even have one.  What can we do about it?  One strategy is to try very hard to articulate the components of a True Friendship and then attempt to systematically develop them.  A second strategy, and the one of choice here, is to focus on a variety of other relationships with nondisabled persons that are likely to be developed with reasonable expenditures of time, effort and other resources. Then, to hope that those relationships develop into True Friendships.  If we invest solely in True Friendships and do not get them, we may be left with little.  If we develop travel, eating, extracurricular activity, regular education, tutor, after school-weekend and other realizable relationships and do not get True Friendships, we still have much.

True Friendships evolve best when people function in the same environments, share common experiences, spend large amounts of time together, interact frequently, see, hear and taste the same things, have mingled memories and stuff to talk about, feel for one another and understand how each other can think or act the way we do.  In order to engender common experiences, an individual with severe disabilities must be involved with nondisabled chronological age peers frequently, over long periods of time and in many settings and activities.

Report the True Friendships of the student.  Then report the environments in which they typically function, the days and times per day they typically interact and the factors make the relationship a True Friendship.

																																																																																																																														                                                            

Is the number of True Friends the student has acceptable?

		Yes

		No

If "Yes," report the reasons why.

		She/he has about the same number of True Friends he/she would have if not disabled.

If "No," report the reasons why not.

		He/she does not have even one True Friend.

		Too much of his/her time is spent alone.

Record what might be done to develop True Friendships.

																																																																																																																														

Summary Judgment

Is it your judgment that the True Friendships of the student are in reasonable accordance with the values or are otherwise acceptable?

Record your judgment on The Social Relationship Summary Chart in the Summary and Preferences Section.

V.  Summary and Preferences

On The Social Relationship Summary Chart record whether or not the realities of each of the social relationships addressed are in reasonable accordance with the values.  In addition, report whether or not each relationship is acceptable under the circumstances, even though the realities may not be in literal accordance with the values.  If the status of a relationship is not in accordance with the values or cannot otherwise be justified, it is assumed that it is a candidate for development or enhancement.

If there are meaningful discrepancies between values and social realities, interventions are almost always in order.  Thus, Social Relationship Preferences should be recorded by IEP team members in concert with the significant others in the life of the student.  

THE SOCIAL RELATIONSHIP SUMMARY CHART

	Is the Relationship	Is the
	in Reasonable Accordance	Relationship
Relationship	with Relevant Values?	Acceptable?

	 Yes       No 	 Yes      No 

Eating	     	     	     			     

Travel	     	     	     		     

Tutor	     	     	     		     

Extracurricular Activity	     	     	     		     

After School-Weekend	     	     	     		     

Regular Education	     	     	     		     

True Friend	     	     	     		     

                       	     	     	     		     

						

						

                                                                                                     

PREFERRED SOCIAL RELATIONSHIPS

Student	Relationship
															                                                                                          
	#X Eat with nondisabled classmates at school

	#1 										                                                     

 	   										                                                     

	#2 										                                                     

	   										                                                     

	#3 										                                                     

 	   										                                                     

	#4 										                                                     

	   										 

	                                                        

PREFERRED SOCIAL RELATIONSHIPS

Parents/Guardians	Relationship

	#X Play with nondisabled peers in park after school

	#1 										                                                     

 	   										                                                     

	#2 										                                                     

	   										 

	#3 										                                                     

 	   										                                                     

	#4 										                                                     

	   										                                                        

	 
PREFERRED SOCIAL RELATIONSHIPS

Teachers	Relationship

	
	#1 										                                                     

 	   										                                                     

	#2 										                                                     

	  							

	#3 										                                                     

 	   										                                                     

	#4 										                                                     

PREFERRED SOCIAL RELATIONSHIPS

Significant Other	                   Relationship

________________	#1 										                                                     

 	     										                                                     

_______________	  #2 										                                                     

	  								 

_______________	  #3 										                                                     

 	     										                                                     

_______________	  #4 										                                                     

  

	                                                        

PREFERRED SOCIAL RELATIONSHIPS

Significant Other	                   Relationship

________________	#1 										                                                     

 	     										                                                     

_______________	  #2 										                                                     

	  								 

_______________	  #3 										                                                     

 	     										                                                     

_______________	  #4 										                                                     

  

	                                                        

VI.  Selecting Relationships for Development

Unfortunately, there will probably never be enough time and other resources to develop all preferred relationships.  Thus, extremely important decisions about which to develop must be made.  Informed, experienced and concerned individuals will almost always disagree about which are the most important. Nevertheless, IEP team members should use whatever they deem necessary to establish valid priorities.

Report the social relationships selected for development by the IEP team and the significant others in the life of the student and the major reasons why.

	Social Relationship #X -	Eating with a nondisabled classmate in the school cafeteria

	It was selected because:

At this time she eats with Special Education teacher and students with disabilities.  This is unacceptable to the student and her family.

Social Relationship #1 - 																																																			                                        

It was selected because

                                                                 
Social Relationship #2 - 																																																			                                        

It was selected because

                                                                 
Social Relationship #3 - 																																																			                                        

It was selected because

                                                                 
Social Relationship #4 - 																																																			                                        

It was selected because

                                                                 

After specific social relationships have been selected for development, users are referred to the six Madison Social Relationship Development Manuals listed below and in the Reference Section.  If an appropriate manual is not available, those involved are encouraged to develop one.

Brown, L., Courchane, G., Paule, K.S., Jorgensen, J., Korpela, N.C., and Keeler, M.  (1994).  Developing Eating Relationships Between a Student with Severe Disabilities and Nondisabled Schoolmates.  Unpublished manuscript.

Brown, L., Courchane, G., Paule, K.S., Korpela, N.C., Philpott, J., Jorgensen, J., Seiler, L., and Keeler, M.  (1994). Developing Travel Relationships Between a Student with Severe Disabilities and Nondisabled Schoolmates. Unpublished manuscript.

Brown, L., Courchane, G., Paule, K.S., Korpela, N.C., Jorgensen, J., Seiler, L., Philpott, J., Keeler, M., and Udvari-Solner, A.  (1994).  Developing Tutor Relationships Between a Student with Severe Disabilities and Nondisabled Schoolmates.  Unpublished manuscript.

Brown, L., Paule, K.S., Korpela, N.C., Udvari-Solnar, A., Courchane, G., Jorgensen, J., Philpott, J., and Keeler, M. (1994).  Developing Extracurricular Activity Relationships Between a Student with Severe Disabilities and Nondisabled Schoolmates.  Unpublished manuscript.

Brown, L., Korpela, N.C., Philpott, J., Courchane, G., Paule, K.S., Seiler, L., Jorgensen, J., Keeler, M., and Udvari-Solnar, A.  (1994).  Developing After School-Weekend Relationships Between a Student with Severe Disabilities and Nondisabled Schoolmates.  Unpublished manuscript.

Brown, L., Udvari-Solnar, A., Courchane, G., Paul, K.S., Korpela, N.C., Philpott, J., Jorgensen, J., & Keeler, M.  (1994) Social relationship manual.  Developing Supportive Companion Relationships Between a Student with Severe Disabilities and Nondisabled Classmates.  Unpublished manuscript.

References

Amado, A.N.  (1993).  Friendships and Community Connections between People with and without Developmental Disabilities.  Baltimore:  Paul H. Brookes.

Bennett, J.  (1984, November).  She deserves better than this.  DeKalb County Interactions, p. 1.

Biklen, D.  (1992).  Schooling without labels: Parents, educators, and inclusive education.  Philadelphia: Temple University Press.

Brown, L., Rogan, P., Shiraga, B., Albright, K., Kessler, K., Bryson, F., Van Deventer, P., & Loomis, R.  (1987).  A vocational follow-up evaluation of the 1984-86 Madison Metropolitan School District graduates with severe intellectual disabilities.  A Research Monograph of the Association for Persons with Severe Handicaps, 2, (2).

Brown, L., Schwarz, P., Udvari-Solner, A., Frattura Kampschroer, E., Johnson, F., Jorgensen, J., VanDeventer, P., & Gruenewald, L.  (in press).  How much time should students with severe intellectual disabilities spend in regular education classrooms and elsewhere.  The Journal of The Association for Persons With Severe Handicaps.
   
Brown, L., Shiraga, B., Ford, A., Nisbet, J., Van Deventer, P., Sweet, M., York, J., & Loomis, R.  (1983).  Teaching severely handicapped students to perform meaningful work in nonsheltered vocational environments.  In L. Brown, A. Ford, J. Nisbet, M. Sweet, B. Shiraga, J. York, & R. Loomis, (Eds.), Educational programs for severely handicapped students.  Vol. XIII, (pp. 1-100).  Madison, WI:  Madison Metropolitan School District.

Brown, L., Shiraga, B., York, J., Zanella, K., & Rogan, P.  (1984).  A life space analysis strategy for students with severe intellectual disabilities.  In L. Brown, M. Sweet, B. Shiraga, J. York, K. Zanella, P. Rogan, & R. Loomis (Eds.), Educational programs for students with severe handicaps, Vol. XIV, (pp. 23-31).  Madison, WI:  Madison Metropolitan School District.

Brown, L., Udvari-Solner, A., Frattura Kampschroer, E., Schwarz, P., Courchane, G., VanDeventer, P., & Jorgensen, J. (1991).  A strategy for evaluating the vocational milieu of a worker with severe intellectual disabilities.  A Monograph of the Association for Persons with Severe Handicaps.

Buchley, J.D., & Bellamy, G.T.  (1986).  Day and vocational programs for adults with severe disabilities:  A national survey.  In P. Ferguson (Eds.), Issues in transition research: Economic and social outcomes (pp. 1-12). Eugene: University of Oregon, Specialized Training Program.

Cheney, D., & Foss, G.  (1984).  An examination of the social behavior of mentally retarded workers.  Education and Training of the Mentally Retarded, 19 (3), 216-221.

Cole, D.A. & Meyer, L.H.  (1991).  Social integration and severe disabilities: A longitudinal analysis of child outcomes. The Journal of Special Education, 25 (3), 340-351.

Daniel, C.  (1987, April).  Wanted:  Just one friend.  Parent to Parent, p. 6.

Forest, M.  (1984).  Education/integration:  A collection of readings on integration of children with mental handicaps with regular school systems.  Toronto:  National Institution on Mental Retardation.

Gaylord-Ross, R. & Chadsey-Rusch, J.  (1991).  Measurement of work-related outcomes for students with severe disabilities.  The Journal of Special Education, 25 (3), 291-304.
    
Hagner, D. C.  (1989).  The soical integration of supported employees: A qualitative study.  Syracuse, NY: Syracuse University, Center on Human Policy.

Haring, T. G.  (1991).  Social relationships.  In L. H. Meyer, C.A. Peck, & L. Brown (Eds.), Critical issues in the lives of people with severe disabilities (pp. 195-217). Baltimore, MD:  Paul H. Brookes.

Hayden, M. F., Lakin, K. C., Hill, B. K., Bruininks, R. H., & Copher, J. I.  (1992).  Social and leisure integration of people with mental retardation in foster homes and small group homes.  Education and Training in Mental Retardation, 27 (3), 187-199.

Kennedy, C. H., Horner, R. H., & Newton, J. S.  (1989).  Social contacts of adults with severe disabilities living in the community:  A descriptive analysis of relationship patterns.  Journal of the Association for Persons with Severe Handicaps, 14 (3), 190-196.

Kennedy, C. H., Horner, R. H., & Newton, J. S.  (1990).  The 	social networks and activity patterns with severe disabilties:  A correlational analysis.  Journal of the Association for Persons with Severe Handicaps, 15 (2), 86-90.

Kiernan, W. E., & Bruininks, R. H.  (1986).  Demographic characteristics.  In W. E. Kiernan & J. A. Stark (Eds.), Pathways to employment for adults with developmental disabilities (pp. 21-50).  Baltimore: Paul H. Brookes.

Kregel, J., & Wheman, P. (1989).  An analysis of the employment outcomes of young adults with mental retardation.  In P. Wehman & J. Kregel, (Eds.), Supported employment for personas with disabilities: Focus on excellence (pp. 257-268). New York: Human Sciences Press.

Rhodes, L., Sandaw, D., Mank, D., Buckley, J., & Albin, J. M.  (1991).  Expanding the role of employers in supported employment.  Journal of The Association for Persons with Severe Handicaps, 16, 213-217.

Sailor, W.  (1988).  The educational, social and vocational integration of students with the most severe disabilities. In D. K. Lipsky & A. Gartner (Eds.), Beyond separate education: Quality education for all.  Baltimore, MD: Paul H. Brookes.

Schalock, R.L., McGaughey, M.J., & Kiernan, W.E.  (1989).  Placement into nonsheltered employment: Findings from national employment surveys.  American Journal of Mental Retardation, 94 (1), 80-87.

Shafer, M.S., Rice, M.L., Metzler, M.D. (1989).  A survey of nondisabled employees' attitudes toward supported employees with mental retardation.  Journal of the Association for Persons with Severe Handicaps, 14, 137-146.

Stanfield, J,  (1973).  Graduation:  What happens to the retarded child when he grows up?  Exceptional Children, 39, 548-552.

Taylor, S. J., & Bogdan, R. (1987).  On accepting relationships between people with mental retardation and nondisabled people:  Towards an understanding of acceptance.  Syracuse University, New York, Center on Human Policy, Division of Special Education and Rehabilitation.

Ulrich, M.  (1989).  Social Relationships.  Manuscript submitted for publication.

Van Deventer, P., Yelinek, N., Brown, L., Schroeder, J., Loomis, 	R., & Gruenewald, L.  (1981).  A follow-up examination of severely handicapped graduates of the Madison Metropolitan School District from 1971-1978.  In L. Brown, D. Baumgart, I. Pumpian, J. Nisbet, A. Ford, A. Donnellan, M. Sweet, R. Loomis, & J. Schroeder (Eds.), Educational programs for severely handicapped students, Vol. XI (pp. 1-177). Madison, WI:  Madison Metropolitan School District.

Wisconsin State Journal. (12-18-93) "Girl asks Santa Claus to stop teasing." An article in newspaper. 

Additional Contributors

The following made significant contributions to the production of this inventory.
Madison
Mary Fish
Kathy Zornig
Patricia Van Deventer
Cristina Hogetop
Fran Johnson
Jackie McDaniel
Dedra Hafner
Robyn Rynlander
Marian Matthews
Rebecca Finnerud
Linda Brown
Jackie Schmelling
Alison Ford
Ruth Loomis
Lisa Seiler
Jacqueline Philpott