The madison social relationship inventory



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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.



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