University of New Hampshire
Education Department
Special Education Program
SYLLABUS
Spring 2010
ED 855: Facilitating Social Relationships for Students who
Experience Significant Disabilities
Instructors:
Cheryl M. Jorgensen, Ph.D.
Jocelyn Curtin
Marlyn Curtin
2 credits
Course Description
This online course will focus on the supports students with significant disabilities (e.g.,
autism and related developmental disabilities) need in order to have a wide variety of satisfying
social relationships. Scholars enrolled in the course will learn to identify and facilitate the factors
essential to the development of friendships such as: full inclusion; valued membership and
belonging; shared experiences; an effective means of communication understood by everyone;
and access to typical school, extracurricular, and community environments and activities.
Additionally, scholars will learn to identify and mitigate the barriers to friendships, such as: low
expectations; devaluing of differences; age-inappropriate experiences; and educational practices,
such as pull-out and separate special education programs. Scholars will conduct a semester-long
project designed to increase a student’s access to typical social and/or extracurricular activities.
Teaching and Learning Styles
Learning experiences in this class will include:

listening to the personal stories of and having conversations with two of the co-instructors,
one who experiences a label of developmental disability, and her mother who has been a
friendship facilitator for over 30 years

reading the professional literature in the field

listening to (and watching PowerPoint or Read Out Loud lectures) by the course
instructors delivered through online webinars

engaging in whole class discussions during the webinars by using a written “chat” feature

engaging in small group discussions on Blackboard and receiving feedback from the coinstructors

personal reflection about these topics and learning experiences and related writing
assignments
This class will be taught on-line through web-based technology. Scholars will join each
class meeting via their own computer using a high-speed internet connection and a telephone
line. A speakerphone will enable the scholars to listen “hands-free,” but is not required.
Each class will follow the same basic format, including: announcements and/or clarifying
assignments; the introduction of a topic and the “essential questions” that underlie that topic;
presentation of some didactic information about the topic; whole class discussions of readings
and each scholar’s case study; viewing of videotapes or listening to audiotapes; thinking and
writing about a topic or question; and reminders about due dates for assignments.
Some course materials will be available on the UNH Blackboard site and students will
participate in on-line discussion groups between class meetings.
If you have a formal accommodation plan developed in conjunction with UNH’s ACCESS
(Disability Support Services) Office or would like to discuss with me the supports that you need
in order to learn well in this class, please make an appointment within the first week of class. All
class materials will be on Blackboard and other technological adaptations and instructional
supports are available through consultation with the instructor, the ACCESS office, the Center
for Academic Resources, the Counseling Center, and Computing and Information Services.
Enrollment
This is a required course for scholars in the Inclusion Facilitator (IDD certification)
Option (http://www.iod.unh.edu) and an elective course for scholars enrolled in the Graduate
Certificate in Autism Spectrum Disorders, or other majors. Practicing professionals and parents
who otherwise meet the enrollment criteria for a 700/800 level course are also encouraged to
enroll.
Prerequisites
none
Course Objectives
At the conclusion of the course, students will have made progress towards achievement of
the following competencies:
1. ASSESSMENT OF THE STUDENT AND THE LEARNING ENVIRONMENT
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1.2 Identifies opportunities for learning and communication in a variety of inclusive
environments, including regular education classrooms, typical school routines and
activities, extracurricular activities, in the community, and at home.
1.5 Recognizes environmental supports and factors that affect learning and
communication, such as the physical environment, curriculum, classmates' and teachers'
attitudes and behaviors, instructional methodologies, etc..
1.6 Recommends individualized supports and services necessary for learning and
communication, including assistive technology, peer supports, related, and medical
services.
3. COLLABORATION AMONG FAMILIES, PROFESSIONALS, AND OTHERS
3.1 Collaborates with students and their families to identify and monitor educational and
communication goals, future directions, support needs and outcomes.
3.2 Collaborates with school-based and community professionals and paraprofessionals
to design, implement, and monitor students’ educational environments, supports, goals,
and outcomes.
3.3 Collaborates with non-school professionals and community members to identify,
support, and monitor community resources.
3.4 Demonstrates effective communication skills when working with other team
members.
3.5 Uses effective problem solving strategies in collaboration with other team members.
3.7 Acknowledges and respects cultural and familial differences as they relate to learning
and communication.
4. SUPPORT FOR SOCIAL RELATIONSHIPS
4.1 Identifies opportunities and facilitates interaction between students with severe
disabilities and their age-appropriate classmates and peers in order to develop, maintain,
and enhance social and communicative relationships.
4.2 Identifies opportunities and facilitates support for students’ participation in typical
extra- and co-curricular activities, based on students’ interest and desires.
4.3 Provide students with communication and behavioral supports for developing
relationships.
6. SYSTEMS CHANGES AND ADVOCACY
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6.4 Acts as an advocate for students with severe disabilities and their families, in regard
to each student's intrinsic value and contribution, high expectations, necessary supports,
assistive technology, positive behavioral strategies, self-determination, family support,
and futures planning.
Course Requirements



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Attend all classes
Actively participate in class and Blackboard discussions, readings, activities
Complete assigned readings throughout the semester
A social relationship project
Required Readings
Tashie, Shapiro-Barnard, & Rossetti (2006). Seeing the charade: What we need to do and undo
to make friendships happen. Available from the Institute on Disability bookstore at
http://www.iod.unh.edu
Other readings as provided by the instructors.
Grading
Note: Only under special circumstances may a grade below a B- be counted towards a
graduate degree. Refer to the undergraduate or graduate catalog or your program advisor for
more information on grading policy at UNH.
If points total 90 or more, the student earns an A- or an A
If points total 80-89, the students earns a B-, B, or B+
If points total 70-79, the student earns a C-, C, or C+
If points total 60-69, the student earns a D-, D, or D+
If points total fewer than 60, the student earns an F
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COURSE REQUIREMENTS AND POINT ALLOCATION
ATTENDANCE = 10 points
CLASS PARTICIPATION (includes during the webinars via the Chat box and during
Blackboard discussions) = 20 points
During the weeks that class does not meet, we will be having Blackboard discussions of
the readings and of any problems you are having with your social relationships project. There are
two kinds of discussions that will take place.
Problem-Solving Discussions
Every other week, Marlyn and Joce will entertain questions from ½ the class (we’ll assign
weeks during the March 8th class.) Please phrase your question in a form that Jocelyn can answer,
given her communication system and supports (to be described). Marlyn may weigh in as well if
she has insights into your difficulty. If you are not having any difficulties, please engage in the
discussion of the readings, as described below.
OR
Discussion about Readings
If you do not have a question to pose to Jocelyn on “your week,” (i.e., if you are not
having any difficulty with your project at all), please weigh in on the question Cheryl will post
about the assigned reading. This question will be posted by Sunday night at the beginning of each
week, starting March 22nd. Read the question by Monday evening and then post at least two
entries throughout the week. You may respond to someone else’s comment or establish a
discussion thread of your own. Please complete your weekly entries by Sunday morning of the
following week.
READINGS (self-assessment only) = 5 points
SOCIAL RELATIONSHIP PROJECT = total of 65 points
Just as you can’t learn to be a teacher without practicing teaching in a classroom, you
can’t learn how to facilitate students’ social relationships without trying it. This class will offer
you that opportunity within a supportive atmosphere where you can share your experiences, hear
about the experiences of others, and receive coaching from your instructors.
Because this is just a one-semester class, we expect that you will identify a small number
of issues to address and achieve modest results. It’s less important that you make changes in
every part of the student’s life than it is to make one or two important changes that might have
long lasting impact.
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You will need to identify a student with intellectual/developmental disabilities whose
parents and school are willing to have you work with them this semester. The student needs to
have a label of mental retardation, autism, or multiple disabilities. One indicator of whether the
student is a candidate for this class is whether they use an augmentative communication device
and whether they participate in the New Hampshire Alternate Assessment. A student with a
learning disability or speech-language disability alone would not qualify.
As soon as possible, you should make contact with schools or families to identify the
student. A list of schools that might be willing to host you is provided below, but you can
contact any school you wish, particularly if you have a prior relationship with them, a student, or
his/her family.
You should explain that you are taking this class and wish to spend some time this
semester working with the student, his family, and some members of his educational team to
support the student to develop enhanced social relationships. Make sure that they understand that
you will maintain the student, the family, the team members, and the school’s anonymity when
discussing in class or in your written work.
You should describe the activities you have to do as part of this course including:
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Speaking with the student and his/her family = 10 points
Observing the student at school and writing a “Day in the Life” paper = 15 points
Working with the student’s team and his/her family to identify an inclusive social
opportunity for the student = 20 points
o Planning the supports the student will need to participate
o Implementing the planned supports (you do not need to be the one who supports
the student in the social activity)
Keeping a journal documenting reflections on each activity you do = 5 points
Writing a final paper describing the successes, challenges, and outcomes of your project =
15 points
Some Schools You Might Visit
Nottingham Elementary School
Windham-Pelham Schools
Maplewood Elementary School
Somersworth, NH
Contact: Caroline Butler
Principal
692-3331
Winnacunnet High School
Hampton, NH
Contact: Stephen Lichtenstein
926-3658
Hampton/North Hampton/Hampton Falls
Schools
Contact: Kathleen Linn
964-5501
Community Pre-School
Portsmouth
Contact: Rose Bradder
422-8228
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Newmarket Schools
659-5020
Oyster River Schools
Durham
Contact: Carmen Young
868-5100
Pembroke Schools – Pembroke, Epsom,
Deerfield, Allenstown, Chichester
Contact: Vicki Therrien
Vtherrien@sau53.org
Student/Family Conversation = 10 points
You will have a conversation with a student with significant disabilities and his or her
parent or guardian. The purpose of the assignment is to determine what kinds of social activities
and relationships the student has. Please be aware that this topic may elicit strong feelings from
the student and parents/guardians. Think about how to phrase your questions in a way that
respects the family’s choices and challenges.
You will develop a set of questions about social relationships to focus these interviews on
the following topics/questions:
 Does the student participate in extracurricular activities with typical students sponsored
by the school?
 Does the student participate in organized social activities outside of school?
 Does the student participate in non-organized social activities outside of school?
 Does the student make and receive phone calls, text messages, Facebook comments,
emails?
 How would the student/parent fill in the student’s “circle” of social relationships/friends?
 Does the student have friends who represent diversity of gender, race, culture, ability,
socio-economic status?
 Does the student have opportunities to “give back” to friends, not just receive assistance
or help?
 Is the student satisfied with his or her social relationships? If not, what would s/he like to
have change?
 Is the student’s parent satisfied with his/her child’s social relationships? If not, what
would s/he like to have change?
 What does the parent see as his/her responsibilities in facilitating his/her child’s social
relationships?
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 What does the parent see as the school’s responsibilities in facilitating his/her child’s
social relationships?
SEND A THANK YOU NOTE AFTER YOUR CONVERSATION WITH THE FAMILY
Attending a Team Meeting (no points)
In order to successfully complete this assignment, you may need to coordinate with the
student’s school team. You should meet with the team to describe the assignment, ask for their
input regarding the student’s current social relationships and barriers to more satisfying ones.
You may need to coordinate with the team as you proceed with your plan. Please document in
your journal the team’s input and their role in your assignment.
“A Day in the Life” activity and reflection paper = 15 points
This assignment involves accompanying a student with significant disabilities through his
or her day, NOT AS A TEACHER, AIDE, OR EVALUATOR, but strictly as an observer. The
purpose of the assignment is to experience the school day from the perspective of the student and
to increase your understanding of the factors that influence students’ social participation and
relationships.
After identifying a student for your course project, get all the necessary permissions to
observe that student. Schedule your observation and be sure to have a back-up plan in case of bad
weather. Make arrangements for someone to call you to let you know if the student will be absent
on the scheduled observation day.
SEND A THANK YOU NOTE AFTER YOUR VISIT

When you arrive, check in at the main office and meet your contact person.

Remind your host, the classroom teacher, and any other staff members that you are observing
the student as part of the “Day in the Life” assignment.

Be very clear that the purpose of this assignment is not to ASSESS the student or to
EVALUATE the student’s teachers or program. Agree to sign a release form if they ask.

Offer to share your written observation with staff when you are finished writing it.
Emphasize that you will disguise the name of the student, the names of staff members, and
the name of the school.
NOTE: Despite your attempts to plan this visit well, you may encounter a situation where a
teacher is not expecting nor welcoming of a visitor to his or her classroom. You can explain that
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you are a UNH graduate student and Mr. or Ms. So-and-So arranged your visit here. However, if
the teacher does not want you in a particular class, leave graciously.
Use these questions to focus your observation, note-taking, and the writing of your
reflection paper. The “you” refers to the student you are shadowing.
How do you get to school?
How similar or dissimilar is your day to that of students without disabilities?
Is your schedule just like other students your age/in your grade?
In class, are you treated the same or different from other students?
Do you receive “pull-out” instruction in a non-regular class? What does this look like? What
did you miss by being out of the regular class?
Is your seat with other students?
Do you have the same materials?
Do you have access to all areas of the classroom, all the learning materials, to the teacher’s
instruction?
Does the teacher call on you?
Are you assigned to groups like other students?
Do you participate in school-sponsored extracurricular activities (school plays, sports, clubs)?
Community activities (Girl/Boy Scouts, YMCA, recreation programs)?
Do you have and are you invited to parties with other kids in your class?
Do you have a cell phone? Do you text your friends? Do you have a Facebook page? Are you
friends with classmates on Facebook? (Note: These questions may only be appropriate for older
students.)
How do you communicate and about what? If you use an augmentative communication device,
what vocabulary and messages are on it? Does it have a speech-generating (voice output)
feature? Do you have a way to communicate every minute of the day?
How and about what do other students and adults communicate with you?
Are you provided with support by a paraprofessional? Does the paraprofessional facilitate your
participation in the general education teacher’s instruction? Does the paraprofessional facilitate
your interactions with your classmates? Does the paraprofessional get in the way?
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What kinds of conversations are you involved in? Academic? Social?
Do people talk about you in your presence? Do they speak directly to you?
When they are talking about you, do they include you in the conversation or talk about you as if
you weren’t there (or weren’t listening or understanding)?
Do people treat you as if you are smart and valuable?
Do you have opportunities to be helpful to other students?
If you didn’t have a disability and were just a “typical kid,” would you be happy at school?
Would you be lonely? Would you feel like you belonged?
If your own child had a school experience like this, would you be satisfied?
Planning and Implementing Supports to Include a Student in a Social Activity = 20 points
Working with team members, including of course the family, conduct one or more of the
following activities:

Make changes in the student’s physical access to the classroom or activities within
the classroom

Enhance the student’s communication system with social vocabulary

Enroll the student in a school-sponsored or community-based activity, club, or
service activity

Plan and implement specific supports needed by a student in order to participate
in those activities

Work with the family to set up after-school or weekend social activities for the
student

Facilitate a discussion with classmates about social
relationships/disability/diversity

Facilitate an intentional “circle of support” comprised of classmates who want to
help address the challenges of loneliness or not having friends
The following activities are not acceptable for this project:
 Starting a social skills group
 Special Olympics or Unified Special Olympics
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 An activity where the student with disabilities is being provided with help not within a
mutually beneficial relationship
 Anything to do with a “special buddies” program
 Any activity where students with disabilities are represented in greater than a natural
proportion in the school, community, society
The very best way to insure that your effort is appropriate and acceptable for this course is to use
a student without disabilities as a reference point. That is, “what are the typical social
relationships and experiences of a similar age student without disabilities, and how can I
facilitate the same for a student with disabilities?”
Journal (5 points)
Include in your journal a running, dated “diary” of your activities related to this project.
Record what you did to prepare for each activity, with whom you spoke, the results of
conversations or observations, brief notes on challenges you faced and how you dealt with them,
and the roles of others with whom you collaborated on this project.
Paper Describing Your Project (15 points)
Include in your paper (approximately 5 pages):
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A holistic, strengths-based description of the student
What the barriers were to his/her social relationships
The strategies that you identified to mitigate these barriers
Your role and that of others in implementing the strategies
The outcome of your efforts
Insights into and reflection on the issue of social relationships for students with
disabilities, incorporating references to the course readings or other professional
literature.
The paper should:
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
have your NAME ON IT
be well-organized
have no grammatical, spelling, or punctuation errors
use descriptive words and images to help the reader visualize the student and the classroom
environment
use APA or MLA citation format
be emailed to ALL instructors
This project is designed to improve the social relationships and expand the activities that
students have with their non-disabled peers. The following rubric illustrates four points on a
continuum of project outcomes and your results will be factored into the points awarded for the
project.
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Very Positive Outcome: As a result of a collaborative process involving key people in the
student's life, the student has a richer and more fulfilling social life, and has frequent contact with
non-disabled peers outside of school. The social relationships are real and reciprocal, and will be
maintained for some time. If these relationships fade over time (as many do) someone else in the
student’s life is sure to continue facilitating social relationships.
Positive Outcome: The student has developed a richer social life as evidenced by greater
participation in organized social activities. The social relationships are real and reciprocal, and
are likely to be maintained for some time. If these relationships fade over time (as many do)
someone else in the student’s life is likely to continue facilitating social relationships.
So-So Outcome: The social life of the student improved somewhat. The student participated a
few times in an organized extracurricular or community activity. During that activity the student
had meaningful interactions with non-disabled peers, but there was little to no contact outside of
the organized activity. There is no one in the student’s life who is likely to take responsibility for
facilitating his/her social relationships after the conclusion of this project.
Poor Outcome: There was no improvement in this student’s social relationships or networks.
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EDUC 755/855 Topical Outline
Spring 2010
Shading represents class meeting dates
Date
In Class Topic and Activities
Class 1: Feb.1
Technology Test Only
Class 2: Feb.8
Review syllabus and project description.
Discuss reading.
Jocelyn and Marlyn presentations –
Jocelyn’s story.
Cheryl’s presentation.
Discuss reading.
Jocelyn and Marlyn presentations –
Marlyn’s story
Cheryl’s presentation.
Class 3: Feb. 15
Introduce student you have selected.
Class 4: February Discuss reading.
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Jocelyn and Marlyn presentations – What
got in the way of making friends.
Cheryl’s presentation.
Class 5: March 1
Discuss student/family conversation
Discuss reading.
Jocelyn and Marlyn presentations –
Strategies for Facilitating Social
Readings Assigned for the
Following Week
Tashie et al., pages 13-24
Syllabus
Tashie et al., pages 25-90
Assignment Due
Tashie et al., pages 91-112
Your student has been chosen,
school and parents are on
board.
Tashie et al., pages 113-182
You have completed your
student and family
conversation.
You have completed the “Day
in the Life” observation.
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Relationships & How being included in
general education was essential to
friendship.
Cheryl’s presentation.
Class 6: March 8
Discuss “Day in the Life” observation
Discuss reading.
You have met with the
student’s team and figured out
how you will work with them
on your project. You have
chosen the social activity in
which you will facilitate your
student’s participation.
Discuss team meeting/team participation
in your project.
Discuss elements of project and
Blackboard conversations for the rest of
the semester.
Blackboard discussion - no class
meetings.
Weekly from
March 22 until
May 3
March 17 - UNH
VACATION
WEEK
March 22 – April Facilitated Blackboard Discussions
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May 3
Presentations and papers
May 10 – last
Presentations and papers
class
To be posted on Blackboard.
Written outline of your project
plan emailed to instructors by
March 15.
Facilitated Blackboard
Discussions
Presentations.
Presentations. Papers emailed
to instructors by May 14.
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