The madison social relationship inventory

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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?


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?


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.


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.

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