DRAFT
                                             					February 22, 1994

DEVELOPING TUTOR RELATIONSHIPS BETWEEN A STUDENT

WITH SEVERE DISABILITIES AND NONDISABLED SCHOOLMATES

Lou Brown, Grace Courchane, Kate Stanton Paule, 

Nancy Caldwell Korpela, Jack Jorgensen,

Lisa Seiler, Jacqueline Philpott,

Margeret Keeler and Alice Udvari Solner

University of Wisconsin (UW)

and

Madison Metropolitan School District (MMSD)

Name of Student                                          

Age                 

The information contained herein was gathered

from         to         , 

	Contents

Section									Page

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

	II.	Values .............................................				7

	III.	Tutor Realities ....................................			9

	IV.	Comparing Values to Realities ......................		14

	V.	Preferred Tutor Relationships ......................			49

	VI.	Selecting Tutor Relationships of Development .......		60

	VII.	Tutor Relationship #1 ..............................			63

	VIII.	Tutor Relationship #  --- .............................			89

		References	………………………………..		90

		Additional Contributors……………………..		92

I.  Introduction

The Purpose
This manual is offered as a means of assisting interested persons develop specific kinds of instructional relationships between a student who is significantly disabled and carefully selected, trained and supervised nondisabled schoolmates.  While intended primarily for those involved with schools, it should be easily adapted for use by parents/ guardians, residential support professionals, advocates and others interested in or responsible for the well being of persons with significant disabilities.

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.

The Student
"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 that reasonable persons would consider them 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 ignored, denied or minimized in importance.  Neither can they be used to exclude the student from important tutor relationships with nondisabled schoolmates. 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 by almost everyone as "significantly delayed" in all academic subjects; and

is likely to forget more than all others if individually meaningful practice is not arranged; and,  

if allowed to forget, will need more instructional opportunities and time to relearn that which was forgotten than almost all others.

 The Relationships of Concern
A "tutor" is an appropriate nondisabled schoolmate who functions in an instructional capacity with a student who is significantly disabled.  Generally, a tutor is the same chronological age or 1 or 2 years older than the student.  However, during the school to postschool transition years, ages 19, 20 and 21, an appropriate nondisabled tutor may be more than two years older.  A community collegemate is an example.

A tutor relationship refers to a supervised instructional interaction between a carefully selected nondisabled schoolmate and a student who is severely disabled.  The primary, but not the only, purpose of the relationship is for the nondisabled schoolmate to teach something that has been deemed important by the student, her/his Individualized Educational Program (IEP) Team and other significant persons.  

Implementation Suggestions
First, the manual contains a strategy, not a recipe.  Users are encouraged to localize, individualize and supplement any component whenever necessary.  It will be necessary to copy or modify many of the charts, forms, questions and directives presented.  

Second, this is one of a series of social relationship development manuals.  The best way to use it is to first conduct a comprehensive analysis of the social life of an individual. The Madison Social Relationship Inventory is suggested for this purpose (Brown, et al., 1994).  If, after conducting a more comprehensive analysis of a social life, it is decided that developing tutor relationships is warranted, this manual should be helpful.  While less preferred, it can also be used by someone only, or primarily, interested in developing tutor relationships. If it is used independent of a more comprehensive social analysis, users are urged to complete the "Student Profile" component of the Madison Social Relationship Inventory or a reasonable facsimile.

Third, the more disabled the student, the more comprehensive and detailed must be the information gathered.  However, it is not intended that valuable resources be expended acquiring unnecessarily precise information.  Reasonable estimates based upon the direct experiences of responsible persons are usually acceptable.  Further, as this manual overlaps considerably with the others in the series and with the Madison Social Relationship Inventory, rerecording and updating some previously gathered information may be necessary.  Users should be able to minimize redundancies and the associated difficulties after reasonable experience.  

Fourth, 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 recorded clearly, scrutinized carefully and rejected if not absolutely necessary. 

Finally, as the manual has a strong ideological base, it is extremely important that users develop and maintain working knowledge of the values presented.
II.  Values

The values are offered to help determine if existing tutor relationships are acceptable and what to do if they are not.  If the values presented are not sufficient in number or in kind to meet the ideological and other standards of users, additions and modifications are encouraged.  The preemptive value is that a student with severe disabilities should have reasonable opportunities to experience the tutor relationships he/she would have access to if not disabled, or those she/he needs to thrive in integrated society.  

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.

The student should attend the school of his/her brothers, sisters and neighbors, her/his home school, so that tutor relationships developed therein can be expressed in nonschool environments and activities during nonschool days and times.

School personnel must assume responsibilities for arranging that aspects of the tutor relationships developed at school are expressed after traditional school times and during nontraditional school days.

III.  Tutor Realities

If the student is involved in at least one Tutor Relationship, complete The Current Tutor Relationships Chart.  If the student is not, but should be, involved in a Tutor Relationship, and if plans for such involvement are not operative, proceed to the component of the manual that addresses Preferred Tutor Relationships.  Users who have completed the Madison Social Relationship Inventory have already implemented most of this and the following component and have made a summary judgment regarding the acceptability of existing tutor relationships.  If that judgment is that tutor relationships are in need of development or enhancement, they should also proceed to the component that addresses preferred tutor relationships.

Before proceeding, record the members of the IEP team and others who are directly involved in the completion of this manual
 							Name

      Student												                        

      Mother										                              

      Father										                              

      Legal Guardian	   								                           

      Brother	                             							

      Sister 	                                    						

      Special Education teacher	            						                          

      Regular Education teacher							                              

      Instructional assistant	             						                 

      Occupational therapist	            						                        

      Physical therapist	  								                            

      Speech and language								
      therapist	                              

      Principal	                                   							

      Psychologist     									        	                              

                             	 														      

                             	    								                          

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 name and age of the tutor; the adult responsible for supervision; and the primary objectives of the relationship.  If additional information is relevant, record it on the page entitled "Other Information."

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

                    			      	   -         													                          

																		

													

			THE CURRENT TUTOR RELATIONSHIPS CHART

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

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.

IV.  Comparing Values to Realities

The task here is to determine if current tutor relationships are in reasonable accordance with the values presented.  

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 summary judgement that Tutor Relationship #1 is in reasonable accordance with the values presented.

      Yes

      No

If "Yes," enjoy.  

If "No," proceed to the next Current Tutor Relationship or to the Preference component of this manual.

Tutor Relationship # 2
Compare the realities of Current Tutor Relationship # , if operative, with the values presented with the same strategy used in relation to Current Tutor Relationship #1.

Summary Judgement Across Current Tutor Relationships

Is it your summary judgement that all the tutor relationships are in reasonable accordance with the values presented?

      Yes

      No

If "Yes", enjoy!

If "No", proceed to the Preference component which follows.

V.  Preferred Tutor Relationships

If tutor realities are not in reasonable accordance with the values, an important task becomes that of determining the preferences (PTUR) of the student and the significant others in his/her life.  On the forms that follow, record at least, the three most preferred tutor relationships of the student, his/her parents/guardians, teachers and significant others.  Each preference must include information about settings, activities, objectives and potential tutors.  In some instances, nonschool settings will be preferred, some preferences will be new and some will be to enhance those in which the student is currently involved.

Preferred Tutor Relationships
Of the Student

Setting
     Activity						Objectives						Potential Tutor
																	
PTUR-1

																	

						
PTUR-2

																	

						
PTUR-3

																	

Preferred Tutor Relationships
Of Parent/Guardians

Setting
     Activity						Objectives						Potential Tutor
																	
PTUR-4

																	

						
PTUR-5

																	

						
PTUR-6

																	

Preferred Tutor Relationships
Of Teachers

Setting
     Activity						Objectives						Potential Tutor
																	
PTUR-7

																	

						
PTUR-8

																	

						
PTUR-9

																	

Preferred Tutor Relationships
Of Significant Others

Setting
     Activity						Objectives						Potential Tutor
																	
PTUR-10

																	

						
PTUR-11

																	

						
PTUR-12

																	

Other Preference Informtion

                                                       

VI.  Selecting Tutor Relationship for Development

The presumption is that a reasonable array of preferred tutor relationships have been delineated.  Since all cannot be honored concurrently, those that will be focused upon for development must now be selected.  Users are encouraged to supplement the two step strategy offered below with any action necessary to make sound selection decisions. 

First, IEP team members must determine if the factors associated with each preference are compatible with the learning, performance and other important characteristics of the student and the values presented.  Selecting a tutor relationship for development that is not in reasonable accordance with the values or that has low acquisition and maintenance probabilities is strongly discouraged.  Second, the extra support necessary to begin developing each preferred tutor relationship and whether or not a reasonable probability exists that it can be arranged must be determined.  Selecting a relationship, and then learning that the extra support necessary to develop it cannot be produced, is frustrating, wasteful and counterproductive.

In some instances, it is important that specific kinds and amounts of extra support be arranged prior to beginning the development of a relationship.  In others, the needed extra support can only be determined, and thus arranged, as the relationship evolves.

Will support be needed in order to begin developing a preferred tutor relationship?

      Yes

      No

If "Yes," record the support needed and whether a reasonable probability exists that it can be arranged.

                                                     					        Arrangeable?
Relationship                		Support                    			 Y  or   N 

PTUR-1    											

									

									

									

                                                   

Arrangeable?
Relationship                		Support                    			 Y  or   N 

PTUR-2    											

									

									

									

          

 Arrangeable?
Relationship                		Support                    			 Y  or   N 

PTUR-3    											

									

									

									

                                                   
Arrangeable?
Relationship                		Support                    			 Y  or   N 

PTUR-4    											

									

									

									

                                                   

                                                   

Arrangeable?
Relationship                		Support                    			 Y  or   N 

PTUR-5    											

									

									

									

Arrangeable?
Relationship                		Support                    			 Y  or   N 

PTUR-6    											

									

									

									

 
                                                   
Arrangeable?
Relationship                		Support                    			 Y  or   N 

PTUR-7    											

									

									

									

                                                   

Arrangeable?
Relationship                		Support                    			 Y  or   N 

PTUR-8    											

									

									

									

                                                   

                                                   
 										Arrangeable?
Relationship                		Support                    			 Y  or   N 

PTUR-9    											

									

									

									

                                                   

 										Arrangeable?
Relationship                		Support                    			 Y  or   N 

PTUR-10    											

									

									

									

                                                   

Arrangeable?
Relationship                		Support                    			 Y  or   N 

PTUR-11    											

									

									

									

          
                                                   
Arrangeable?
Relationship                		Support                    			 Y  or   N 

PTUR-12    											

									

									

									

                                                   

                                                   

The Tutor Relationships Selected

The student and other IEP Team members and the significant persons in his/her life have considered all the information necessary to select the most important tutor relationships that will be focused upon for development.  It is assumed that the strategies used to make these selections are similar to those used to determine other important IEP objectives and therefore are professionally defensible.

On The Tutor Relationships Chart, record each relationship selected for development.  Ascribe TUR-1 to the highest priority, TUR-2 to the next highest priority, etc.  Then record the environment and subenvironment in which each tutor relationship will be manifested, the days and approximate starting and ending times of each session, the primary objectives and the major reasons each was selected.  If additional information is relevant, record it on the page entitled "Other Information."

THE TUTOR RELATIONSHIP CHART

Relationships
   Environment				     Day/Time
      Subenvironment			    From  -  To			Objective					Reason Selected	
	
					M  T  W  R  F  S  S

TUR-EX
    School				      8:15  -  9:10		Tutor will teach student			High student
       Computer Lab							how to play a computer game			priority

TUR-1					M  T  W  R  F  S  S

     																		

																		

TUR-2					M  T  W  R  F  S  S

     																		

																		

TUR-3					M  T  W  R  F  S  S

     																		

																		

TUR-4					M  T  W  R  F  S  S

     																		

																		

 Other Information

                                                                 

                                                                 

                                                                 

VII.  Tutor Relationship #1

Arranging Support
The task now is to develop the tutor relationship that has been selected as the highest priority.  The extra support needed to begin developing it must be arranged.  Specifically, report the extra support needed and the person who is responsible for arranging it.  

 
Has the support necessary to begin developing Tutor Relationship #1 been arranged?

      Yes

      No

If "Yes," proceed.

If "No," engage in the actions necessary to secure the support needed to begin the development of Tutor Relationship #1.

Recruiting Tutor #1
The task here is for the IEP Team to recruit at least one nondisabled schoolmate to function as Tutor #1.  First, the preferred characteristics of Tutor #1 must be delineated. Second, a recruiting plan must be articulated and the persons who will actually search and screen potential tutors must be arranged.  Third, the presentations that will be made to potential tutors and relevant others should be approved in advance.   Fourth, it must be verified that the potential tutor meets the minimum standards of acceptability established by the IEP team and relevant others.

Preferred Characteristics - Is a gender preferred? 

      Yes

      No

If "Yes," record the gender and the reasons why it is preferred.

      Male 

      Female

                                                                
The chronological age of the student is 			        

The age range from which a tutor will be selected is

From        To	      

Provide the reasons why Tutor #1 must be selected from the age range recorded above.

     	Some actions of the student make it necessary for the tutor to be older and stronger.

     	His/her parents prefer a slightly older person.

     	The student will benefit from being with a nondisabled schoolmate that is more socially and physically mature than typical same age peers.

												

                                                                
Are there specific physical characteristics Tutor #1 must possess?

      Yes 

      No

If "Yes," report the specific physical characteristics that Tutor #1 must possess.

												

Is the location of the home of Tutor #1 relevant?

      Yes 

      No

If "Yes," report why the location of the home of Tutor #1 is relevant and denote the preferred location.

												                                                                

 Is the academic history of Tutor #1 relevant?

      Yes 

      No

If "Yes," report why the academic history of Tutor #1 is relevant.

												                                                                

 
Is it important that faculty members have positive regard for Tutor #1?

      Yes 

      No

If "Yes," report why it is important that faculty members have positive regard for Tutor #1.

												                                                                

 Is it important that nondisabled schoolmates have positive regard for Tutor #1?

      Yes 

      No

If "Yes," report why it is important that nondisabled schoolmates have positive regard for Tutor #1.

												                                                                

 
Do the parents/guardians of the student prefer that Tutor #1 have specific characteristics?

      Yes 

      No

If "Yes," record the characteristics of Tutor #1 that are preferred by the parents/guardians of the student.

												                                                               

 Report other characteristics Tutor #1 must possess and why.

												 

												

                                                                
 
The Recruiting Plan - Record those responsible for recruiting Tutor #1.

	Recruiter	          Name

      Special Education Teacher	                         

      Regular Education Teacher		                         

      Principal	                         

      Counselor	                         

      Occupational Therapist	                         

      Physical Therapist	                         

      Speech and Language 
	   Therapist	                         

      Parents/Guardians	                         

      Sibling	                         

                        	                         

Report the recruiting strategies that will be used.

     	The recruiter will visit the setting in which instruction will occur and solicit the nondisabled students who function therein.

     	Nondisabled students who interact with the student after school and during weekends will be solicited.

     	Suggestions from parents/guardians will be solicited.

     	Suggestions from faculty members will be solicited.

     	The student will be asked who he would like to have as a tutor.  Those persons will be approached by the recruiter.

     	Existing school sponsored tutorial programs will be approached.

     	Presentations will be made to and potential tutors will be solicited from Regular Education classes.

     	Presentations will be made to and potential tutors will be solicited from student organizations.

     	Notices will be posted around the school and placed in the student newspaper inviting nondisabled schoolmates to consider becoming tutors.

Outline the information that will be presented by the recruiter to potential tutors and relevant others.

												

												

                                                                 
Verifying Acceptability - At least one nondisabled schoolmate has agreed to become a tutor.  The recruiter must now determine if she/he meets the minimum standards of acceptability established by the IEP team and relevant others.

Name of Potential Tutor #1                 

If the potential tutor is a minor, has the approval of her/his parents/guardians been secured?

      Yes

      No

If "No," secure their approval before proceeding.

This potential Tutor is acceptable for the following reasons:

     	Is of the preferred gender.

     	Within the desired age range.

     	Possesses the desired physical characteristics.

     	Preferred by parent/guardian.

     	Preferred by teachers.

     	Preferred by the student.

     	Faculty members have high regard for him/her.

     	Has a history of high academic performance.

     	Nondisabled students have high regard for her/him.

     	His/her parents/guardians approve.

																																																

                                                                 
Establishing The Relationship
After an acceptable tutor has been recruited, the task becomes that of introducing him/her to the student and communicating the nature of the relationship to both.  In some instances, Tutor #1 will be known to the student and establishing the relationship will be relatively simple.  If the tutor is new to the student, reasonable caution should be taken to ensure that the relationship starts in a positive manner.  

The person who is responsible for establishing the relationship between the student and the tutor is   				
Describe how the relationship will be established.

     	The student, the tutor and the establisher will meet, get to know each other, and agree upon future meeting times and places.

												

												

                                                                 

Training or Verifying Competence
A responsible adult who can provide training to the tutor or verify the necessary competencies must be secured.  Then, a training plan that includes, but is not be limited to, explaining the anticipated outcomes, discussing relevant medical, behavioral and other information, ensuring safety and verifying appropriate teaching and other supportive techniques must be designed. Finally, exactly how the tutor will be trained or verified competent must be decided.

In some instances the potential or actual tutor is competent or otherwise acceptable and training is unnecessary.  If so, the person responsible is required to report how competence was verified.  

Report the person responsible for training or verifying the competence of Tutor #1.

				       							                       Name

      Special Education Teacher								                             

      Regular Education Teacher								                             

      Principal															                                     
      Counselor														                                     
      Occupational Therapist   													                             
      Physical Therapist																			                                
      Speech and Language 
	   Therapist												                                     
      Parents/Guardians	 													       	                             
      Sibling																                                     
      Former/Current Tutor 								

											

					                                 

Report the strategies that will be used to train Tutor #1.

     	Training in the actual setting.

First, the trainer, the student and the tutor will meet in the setting in which the relationship will be operative.  Second, the trainer will model the appropriate instructional strategies, safety procedures, helping techniques, etc.  Third, the trainer will shift the supportive functions to the tutor and observe the relationship to insure that he/she is acting appropriately. Fourth, the trainer will fade or reduce his/her presence until the tutor demonstrates competence without the need for direct assistance from the trainer.  

If a modified version of this strategy is selected, describe it in reasonable detail below.

												

                                                                 

	Training in a simulated setting and then verifying competence in the actual setting.

First, the trainer will conduct a series of training sessions with the tutor to provide him/her with verbal, modeled and written information concerning the student and the instruction that will be provided.  The student will not be present at these simulated training sessions.  Second, when the trainer judges that the tutor is ready, she/he will meet with the student and the tutor in the setting in which the relationship will be developed.  Third, the trainer will observe the student and the tutor interacting to insure that the appropriate instruction is being provided.  Fourth, the trainer will fade his/her presence until the tutor functions acceptably without the need for direct assistance from the trainer.  

If a modified version of this strategy is selected, describe it in reasonable detail below.

												

												

                                                                 

If the training strategy that will be used is not reported above, describe it below.  If the student was verified competent, describe how.

												

												

                                                                 

Supervising-Evaluating
Once Tutor #1 has been trained or verified competent, responsible adults who can provide the necessary supervision and conduct periodic evaluations must be arranged.  The responsibilities of the supervisor include, but are not limited to, ensuring that the student and the tutor interact appropriately, verifying that reasonable instructional, safety and other supportive functions are provided and communicating progress or problems to the evaluator.  In most instances the supervisor will be an adult who is typically in or near the setting in which the relationship is operative.  

The responsibilities of the evaluator overlap with those of the supervisor, but are in some ways different.  The primary responsibility of the evaluator is to monitor the relationship over time.  This includes, but is not limited to, documenting progress or the lack thereof, assisting in the improvement of instructional strategies and adaptations, insuring that the arrangements agreed upon are being implemented and considering if changes in the relationship are needed.  

In some instances, the supervisor and the evaluator will be the same person.  If so, redundancies in the components that follow should be minimized.  If the supervisor and the evaluator are different persons, it is often prudent to arrange for at least one member of the IEP team to be responsible for evaluation, even though she/he may not directly supervise the relationship.  For example, the school librarian may directly supervise a particular tutor relationship.  However, since he is not a member of the IEP team, the speech therapist is responsible for debriefing him as to the nature and progress of it.

Report who will be responsible for supervising Tutor Relationship #1.

 		Supervisor						Name						 
      Special Education Teacher									                               
      Regular Education Teacher														                               
      Occupational Therapist     								                             

      Physical Therapist																                                      
      Parents/Guardians	 										 	    	                                 
      Activity Advisor/Chairperson  								                          

      Neighbor  											                                              

      Bus Driver                									                             

      Librarian											

                    														                                       

Report the strategies that will be used to supervise Tutor Relationship #1.  

     	The direct observation strategy.

The supervisor will periodically observe and record information about the nature and progress of Tutor Relationship #1.  She/he will then communicate relevant information to the evaluator and appropriate others.  

If a modified version of this strategy is selected, describe it in reasonable detail below.

												

												

                                                                 

The periodic discussions with the tutor strategy.

The supervisor will periodically meet with the tutor and gather information about the progress of Tutor Relationship #1.  The supervisor will then communicate relevant information to the evaluator and appropriate others.  

If a modified version of this strategy is selected, describe in reasonable detail below.

												

												

                                                                 

If the supervisory strategy that will be used is not recorded above, describe it below.

												

												

                                                                 
Report who will be responsible for evaluating Tutor Relationship #1.

 				Evaluator		                        Name

      Special Education Teacher								                               

      Regular Education Teacher									                               
      Occupational Therapist     							                             

      Physical Therapist										                                      

      Parents/Guardians	 									 	                                     

                    											                                       

Record the strategies that will be used to evaluate Tutor Relationship #1.  

     	The direct observation strategy.

Once Tutor #1 has been trained or verified competent, the evaluator will observe the student and the tutor interact and record relevant information.  Then, in order to assess progress, the evaluator will periodically observe the relationship.  Again, he/she will then communicate evaluative information to the IEP team and relevant others.  

If a modified version of this strategy is selected, describe it in reasonable detail below.

												

												

     	The periodic discussions with the supervisor strategy.

Once Tutor #1 has been trained or verified competent, the evaluator will periodically meet with the supervisor to discuss progress, problems, future plans, etc.  The evaluator will then report evaluative information to the IEP team and relevant others.  

If a modified version of this strategy is selected, describe it in reasonable detail below.

												

												

                                                                 

The periodic discussions with the tutor strategy.

Once Tutor #1 has been trained or verified competent, the evaluator will periodically meet with him/her and discuss progress, problems, etc.  The evaluator will then communicate evaluative information to the IEP team and relevant others. 

If a modified version of this strategy is selected, describe it in reasonable detail below.

												

												

                                                                 
The periodic discussions with the student strategy.

Once Relationship Tutor #1 has been operative for a reasonable period of time, the evaluator will periodically meet with the student and discuss or otherwise gather information about progress, problems, etc.  The evaluator will then report to the IEP team and appropriate others.  

If a modified version of this strategy is selected, describe it in reasonable detail below.

																																																

												

												

     	The periodic discussions with other knowledgeable persons strategy.

The evaluator will periodically interview other persons who function in the settings in which the relationship is operative and gather information about progress, problems, etc.  The evaluator will then report to the IEP team and relevant others.  

If a modified version of this strategy is selected, describe it in reasonable detail below.

												

												

                                                                 

     	The video record strategy.

After Tutor Relationship #1 has been operative for a reasonable period of time, a videotape recording of it will be made.  The videotape will then be studied by the evaluator.  Additional video recordings will be made and compared to those recorded previously.  The evaluator will then report to the IEP team and relevant others.

If a modified version of this strategy is selected, describe it in reasonable detail below.

												

												

                                                                 
                                                                 
If evaluation strategies other than those described above will be used, describe them below.

												

												

                                                                 
It is highly recommended that all evaluation strategies address at least the following.

												

												

Is the student benefiting from involvement in Tutor Relationship #1?

      Yes 

      No

If "Yes," report how the student is benefiting from involvement in Tutor Relationship #1.

     	She/he is learning new and valuable skills that are being performed across many environments.

     	     He/she enjoys the relationship.

     	He/she is meeting new people.

     	She/he has access to many more environments because of it.

     	His/her status within the school is enhanced.

     	She/he has the opportunity for much needed physical exercise.

     	Interactions with the companion are occurring in other environments.

If "No," report information that supports the student is not benefiting from involvement in Tutor Relationship #1.

     	He/she does not enjoy the activities.

     	The contacts are not frequent enough for the student to learn meaningful skills.

     	The tutor is not teaching him/her anything.

Are the parents/guardians of the student pleased with Tutor Relationship #1?

      Yes 

      No

If "Yes," report why the parents/guardians of the student are pleased with Tutor Relationship #1.

     	Their child enjoys the relationship.

     	They like the tutor.

     	Their child is learning skills they think are important and valuable.

     	The relationship is operative after school and during weekends.  This reduces pressures on them.

If "No," report why the parents/guardians of the student are not pleased with Tutor Relationship #1.

     	The student does not enjoy the relationship.

Are the parents/guardians of Tutor #1 pleased with the relationship?

      Yes 

      No

If "Yes," report why the parents/guardians of Tutor #1 are pleased.
           
     	They told the supervisor they are proud of their son/ daughter.

     	They like the student.

     	The relationship does not interfere with the academic achievement of their son/daughter.

If "No," report why the parents/guardians of Tutor #1 are not pleased with the relationship?

												

												

                                                                 

Is the relationship interfering with the educational achievement of Tutor #1?

      Yes 

      No

If "Yes," report how.

												

												

                                                                 

Transfer-Practice

Report those who have agreed to assume Transfer-Practice responsibilities and the conditions under which the student will perform that learned in the absence of the tutor.

												

												

                                                                 
Is the student performing-practicing what she/he learned in the absence of Tutor #1?

      Yes 

      No

If "No," report why generalization-transfer is not occurring what can be done to ensure that it does.

												

												

Are there changes that should be made to improve Tutor Relationship #1?

      Yes

      No

If "Yes," report the changes that should be made in order to improve Tutor Relationship #1.

												

												

                                                                 

Is it appropriate for the student to continue involvement in Tutor Relationship #1?

      Yes 

      No

If "No," are there tutor relationships that would be more appropriate?

      Yes 

      No

If "Yes," report the tutor relationships that seem more appropriate than Tutor Relationship #1 and why each seems so.

												

												

                                                                 
Future Plans
It is prudent to assume that there will be a beginning, an end and other changes in every tutor relationship.  Report the strategies that will be used to address changes in the relationship between the student and Tutor #1.

     	Reducing the support provided by the tutor.

Initially, the tutor will be with the student during an entire sessions and provide substantial direct personal assistance. Then, the tutor will gradually decrease the amount of assistance provided until the student functions  successfully with much less direct support than was provided earlier.

If a modified version of this strategy is selected, describe it in reasonable detail below.

												

												

___	Shifting to Different or Additional Relationships With the Same Tutor.

Sometimes it is preferred and appropriate for a tutor to shift or evolve into different or additional relationships with the student.  

If a modified version of this strategy is selected, describe it in reasonable detail below.

												

												

                                                                 

     	Shifting From One Tutor to Another.

In some instances it is necessary and appropriate for one schoolmate or classmate to function as a tutor and then for another to take his/her place.  If it is necessary to shift from one tutor to another, describe your plan to do so in reasonable detail below.

												

												

                                                                 

     	Ending the relationship.

If the end of a tutor relationship can be anticipated, IEP team members should make plans to shift to another tutor and/or to develop or enhance new relationships.  If the relationship ends abruptly, all reasonable attempts must be made to build another as soon as possible.  It is also important that the student understand that the relationship will end so as to minimize the negative emotional, social and other effects.

Describe the plan you will implement if the relationship is scheduled or is likely to end or ends abruptly.

												

												

                                                                 

If you have other plans to accommodate the eventual changes in Tutor Relationship #1, describe them below.

												

												

                                                                 

VIII.  Tutor Relationship # ----

If the IEP team selects more than one tutor relationship for development, users are advised to make copies of and adapt the materials associated with Tutor Relationship #1.  Obviously, it would be too cumbersome to include the materials necessary to develop more than one tutor relationship in this manual.

References

Brown, L., Courchane, G., Jorgensen, J., Stanton-Paule, K.,
Philpott, J., Seiler, L., & Caldwell-Korpela, N.  (1992).  The Madison social relationship inventory.  Unpublished manuscript, University of Wisconsin-Madison, Department of Rehabilitation Psychology and Special Education and the Madison Metropolitan School District.

Brown, L., Courchane, G., Jorgensen, J., Stanton-Paule, K.,
Seiler, L., Caldwell-Korpela, N., & Philpott, J.  (in progress).  Developing eating relationships between a student who is severely intellectually disabled and nondisabled schoolmates.  Unpublished manuscript, University of Wisconsin-Madison, Department of Rehabilitation Psychology and Special Education and the Madison Metropolitan School District.

Brown, L., Courchane, G., Jorgensen, J., Stanton-Paule, K.,
Caldwell-Korpela, N., Seiler, L., & Philpott, J.  (in progress).  Developing tutor relationships between a student who is severely intellectually disabled and nondisabled students.  Unpublished manuscript, University of Wisconsin-Madison, Department of Rehabilitation Psychology and Special Education and the Madison Metropolitan School District.

Brown, L., Courchane, G., Philpott, J., Jorgensen, J., Seiler,
L., Caldwell-Korpela, N., & Stanton-Paul, K.  (in progress). Developing travel relationships between a student who is severely intellectually disabled and nondisabled schoolmates. Unpublished manuscript, University of Wisconsin-Madison, Department of Rehabilitation Psychology and Special Education and the Madison Metropolitan School District.

Brown, L., Courchane, G., Stanton-Paule, K., Caldwell-Korpela,
N., Seiler, L., Philpott, J., & Jorgensen, J.  (in progress). Developing relationships between a student who is severely intellectually disabled and nondisabled classmates in regular education settings.  Unpublished manuscript, University of Wisconsin-Madison, Department of Rehabilitation Psychology and Special Education and the Madison Metropolitan School District.

Brown, L., Philpott, J., Caldwell-Korpela, N., Courchane, G.,
Stanton-Paule, Seiler, L., & Jorgensen, J.  (in progress). Developing after school and weekend relationships between a student who is severely intellectually disabled and nondisabled schoolmates.  Unpublished manuscript, University of Wisconsin-Madison, Department of Rehabilitation Psychology and Special Education and the Madison Metropolitan School District.

Brown, L., Stanton-Paule, K., Caldwell-Korpela, N., Seiler, L.,
Courchane, G., Jorgensen, J., & Philpott, J.  (in progress). Developing social relationships between a worker who is severely intellectually disabled and nondisabled coworkers. Unpublished manuscript, University of Wisconsin-Madison, Department of Rehabilitation Psychology and Special Education and the Madison Metropolitan School District.

Brown, L., Stanton-Paule, K., Seiler, L., Courchane, G.,
Jorgensen, J., Philpott, J., & Caldwell-Korpela, N.  (in progress).  Developing extracurricular activity relationships between a student who is severely intellectually disabled and nondisabled schoolmates.  Unpublished manuscript, University of Wisconsin-Madison, Department of Rehabilitation Psychology and Special Education and the Madison Metropolitan School District.

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: Paul H. Brookes.

Additional Contributors

In addition to the author, the following made significant contributions to the development of this manual.

Patricia Van Deventer

Cristina Hogetop

Fran Johnson

Jackie McDaniel

Dedra Hafner

Robyn Rynlander

Marian Matthews

Rebecca Finnerud

Francesca Piuma

Kelly Guthrey