A Classroom Conversation

About Disabilities
Amy Yang, Bridget Wing, Erin Dean, Mikaila Traina
 Scenario

Student A is on the spectrum of Aspergers. She has difficulties

with social interactions and nonverbal communications. She is
unable to control her voice volume, and uses monotone pitch.
Students have shared with you that they find Student A is
weird and they do not want to be her friend. You have found
that the class has segregated Student A from the inclusiveness
of the classroom.
 3K and Pre-K

● Immediate response to the incident

○ One-on-one conversation
○ Class discussion
● Long-term goals to move forward from this incident
○ Maintain routines and consistency
○ Use play to build relationships
○ Model positive behavior
 Immediate Responses to the Incident - 3K/PreK
One-on-One Conversation

● Have a conversation with the student about kindness and treating others the
way they would like to be treated.
● Remind student that in our classroom we are all friends and we help each other.

Class Discussion

● Have an open conversation with class about Autism. A great resource is the
book A Friend Like Simon by Kate Gaynor. This book encourages students to be
mindful of the differences that exist and appreciate the positives a child with
autism can bring to the classroom. https://youtu.be/hiHVabACUSM
● At this age students are becoming aware that differences exist. Explain what
Aspergers is and share with students some of the behaviors associated with it
to develop the understanding that differences are ordinary and common.
 Long Term Goals to Move Forward - 3K/PreK
Maintain Routines and Consistency

● It is important to keep routines and maintain consistency. This will help all students adjust to
the classroom environment and become more comfortable with each other.

Use Play to Build Relationships

● Children in this age group are beginning to learn how to play with each other. They tend to
engage in Associative Play and Cooperative Play.
● Adults facilitate play groups with students and include toys Student A enjoys playing with.
● Rotate groups so all children have a chance to play together.
● Adults can encourage conversations to engage students in talking to one another.

Model Positive Behavior

● Adults can sit with children during activities and reinforce positive behaviors of inclusion.
● Adults can engage in play with children, show that we all express our excitement and emotions
in different/similar ways, developing empathy and prosocial behaviors.
Pre/Post Scenario Intervention Engagement
Student A Inclusion:
● Prior to whole class conversation, Student A’s input should be included. As
educators, it’s important that all children feel seen and heard.
○ Whether they would like to be included in the conversation. Anything
Student A wishes the teacher to share in the conversation. Anything they
want to share with their peers.
Family Notification and Engagement:
● Contact Student A’s family to inform them of the situation and their guidance/
input for the class conversation.
● Send home letter to classmate’s families regarding the scenario (topics and
resources to help parents if their children come to them with any lingering
questions).
Family Resources

https://www.readingrockets.org/article/pbs-kids-a
nd-autism-awareness https://www.youtube.com/watch?v=mtRYKjucDHk
 1st and 2nd Grade

● Immediate responses to the incident

○ Lecture to whole class
○ One-on-one conversation
● Long-term goals to avoid this situation again
○ Social-emotional learning
○ Buddy class
○ Reading buddies
○ Invite families to talk about their children with
special needs
○ Incorporate a variety of children’s book in your
classroom library
 Immediate Responses to the Incident
Whole class lecture
● Having a conversation as a whole class discussing acceptance, differences, and kindness.
● Have children give ideas to how to be accepting and kind and examples of not nice
behaviors.
● Using chart paper to make a list to hang in classroom of positive behaviors.
One-on-one conversations
● Talk to the child about how it is hurtful to call a peer “weird.” Ask them personally how
they would feel if a peer called them “weird.”
● At the first and second grade level, we believe that students can take away points from a
one-on-one conversation.
● Having one-on-one conversations can lead to self-reflection skills to develop and
address the incident in a direct manner.
 Long-Term Goals or Takeaways from this Incident
● Social-emotional learning: self-awareness, self-management, social awareness,
relationship skills, and responsible decision making.
● Buddy class: have students join a general ed class for activities such as special,
snack, lunch, and recess.
● Reading buddies: pairing older and younger students together to read aloud to
each other.
● Invite families to talk about their children with special needs. For instance, a
family member can talk about their child’s use of adaptive equipment. The
family member may explain the use of equipment, which can help children and
other families understand aspects of their life. This also promotes acceptance of
differences.
● Incorporate children’s books in your classroom library that reflect
consideration of multiple abilities and differences.
Extension Activity
https://drive.google.com/file/d/1hJeYGfrz8L4XZzsJUTeLuBPOVSai-ImU/view?usp=sharing\