The madison social relationship inventory



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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.


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