Promoting Positive Social Interactions in an Setting for ...

National Association of Special Education Teachers NASET LD Report #7. Promoting Positive Social Interactions in an Inclusion Setting for Students with Learning Disabilities Introduction If you are working or going to work as either a general education or special education teacher in an inclusion classroom you will be involved a myriad of Positive and challenging experiences. None of these will be more rewarding than helping children with special needs develop Positive Social Interactions with their peers. One of the components of successful of inclusion is the degree to which the student with a disability feels a part of the general education classroom. The feeling of belonging positively affects the student s self-image and self-esteem, motivation to achieve, speed of adjustment to the larger classroom and new demands, general behavior, and general level of achievement. The impact of the new student on the general classroom is a major consideration for inclusion planners. Fostering Positive Social relationships between students with disabilities and their peers requires the preparation of nondisabled peers in the classroom so that they understand the needs of their new classmates.

those feelings. Such skills are aspects of social and emotional learning (Zins, et al., 1998, p. 19). Well-developed social skills can help youth with disabilities develop strong and positive peer relationships, succeed in school, and begin to successfully explore adult roles such as employee, co-worker/colleague, and community member.

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