The madison social relationship inventory



Download 1.26 Mb.
Page12/18
Date31.05.2016
Size1.26 Mb.
1   ...   8   9   10   11   12   13   14   15   ...   18

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
___ ________________
___ ________________

Directory: ~lbrown -> wp-content -> uploads -> 2012


Share with your friends:
1   ...   8   9   10   11   12   13   14   15   ...   18




The database is protected by copyright ©essaydocs.org 2020
send message

    Main page