Previous Article / Next Article
by Christine D. Bremer, Sharon Mulť, and John G. Smith
When they reach adulthood, youth with disabilities need to be able to communicate with others, establish and maintain relationships, and participate in a variety of work, community, and home settings. Supporting youth in developing social skills can help them in the short-term to have more satisfying friendships, more positive family relationships, and better success in school. In the long-term it can equip them for success in work and community life. In fact, in the context of work and community life, appropriate social behavior may be even more important than academic or job skills in determining whether one is perceived as a competent individual (Black & Langone, 1997). For example, a study investigating the ability of adults with mild intellectual disabilities to appropriately engage in workplace ďsmall talkĒ found that those who demonstrated competence in social skills were generally perceived more positively than those who lacked such skills, regardless of task skill level (Holmes & Fillary, 2000). The idea that competence in using social skills can lead to positive perceptions of persons with disabilities in the workplace can be extended to other community settings such as postsecondary education, neighborhoods, and faith communities.
For transition-age youth with disabilities, the Individualized Education Program (IEP) team plays an important role in identifying needs in the area of social skills development and creating goals to help prepare youth for work and community life. The IEP team, in which the student is a key participant, has the responsibility to address social skills development if this is one of the studentís needs. Students with disabilities may be motivated to improve their social skills in order to better relate to peers, have dating relationships, advocate for their own needs and wishes, and successfully engage in community activities of all kinds, including employment. A jumping-off point in building new skills or addressing deficits can be discussion with the student of his or her interests, goals, existing social strengths, and social network. This can lead to identifying the social skills needed by the student to achieve his or her personal goals during and after high school. Based on this discussion, the student, parent/guardian(s), and school staff will have a roadmap for selecting skills to work on, and can develop goals for the IEP. Goals written into the IEP should include strengthening existing social skills as well as developing new ones. In addressing secondary and postsecondary education, employment, and community living in the IEP, the team should take care to look at social skills needed by the student to succeed in each of these life areas. It is also important to spell out how to determine whether each goal has been met.
The National Collaborative on Workforce and Disability (NCWD, 2011) identifies the following skills as necessary soft skills for job success: communication skills, interpersonal skills, decision making skills, and lifelong learning skills. Within these areas are specific skills, which may be developed through individual or group skills training. These include active listening, cooperating with others, problem solving, planning, and using technology. All of these skills may be identified on an individual studentís transition IEP through social skill goals.
Transition is the time to ensure that students understand their disabilities and the impact that a disability may have on social skill development as well as everyday life. To that end, the transition IEP should include goals for self-advocacy, including the studentís ability to explain his or her disability, appropriately express his/her needs and wants, and advocate for any necessary accommodations. The transition IEP should also take into account the need for students to attend to their own safety in social settings as they begin to navigate more adult situations. Safety becomes more of an issue for all teens as they begin to attend activities without adult supervision and deal with issues involving dating, being a driver or passenger in a car, and situations where alcohol or illegal drugs are readily available. Students with disabilities may face particular challenges in such settings; helping them learn to respond appropriately is a joint responsibility of parents and schools.
During the transition years, the social skills listed in Table 1 are suggested as essential to a young adultís success in the adult world. One way that classroom teachers can help students with (and without) disabilities practice these skills is by providing structured small group learning opportunities such as cooperative learning, in which students build on each othersí skills to improve their understanding of the subject while helping other group members learn as well. The goal is for all the group members to achieve (Johnson & Johnson, 1999).
|General Social Skills for School, Family, and Community|
|Additional Skills for the Work Environment|
In addition, dozens of programs have been developed specifically to teach social and emotional skills and knowledge in schools and other settings. Information on selecting and implementing social and emotional learning programs is available from the Collaborative for Academic, Social, and Emotional Learning (CASEL) (http://casel.org). Their Web site also includes information about creating a school climate that supports the development and practice of social and emotional skills.
Social skills will be most consistently employed in settings where people appreciate each othersí individuality and contributions. The goal of establishing a positive school climate is to ensure that all students know they are valued and respected members of a community of learners. The following tips (Curtis, 2003) can help teachers and administrators set the stage for a positive school climate, and thus for social learning:
To be effective and worthwhile, social skills training must result in skills that (a) are socially relevant in the individualís life, (b) are used in a variety of situations, and (c) are maintained over time (Hansen, Nangle, & Meyer, 1998). Such skills will be most consistently employed in a setting that is supportive and respectful of each personís individuality.
The transition IEP can be a powerful framework for identifying activities and services that will help the student learn and practice skills for the adult world and learn new ways to connect to their community. Through activities such as exploring postsecondary employment and training, job shadowing, joining community groups, and practicing independent living skills, youth can have many opportunities for social skills development. Creative and thoughtful IEP teams will identify these opportunities and provide a plan that designates related activities to support the studentís goals. In addition, a positive school climate supports social learning by providing an environment in which all students are valued and respected.
Black, R. S., & Langone, J. (1997). Social awareness and transition to employment for adolescents with mental retardation. Remedial and Special Education, 18(5), 214-222.
Curtis, D. (2003). 10 tips for creating a caring school. San Rafael, CA: George Lucas Educational Foundation. Retrieved 7/29/11 from njbullying.org/documents/10TipsforCreatingaCaringSchool.doc
Hansen, D. J., Nangle, D. W., & Meyer, K. A. (1998). Enhancing the effectiveness of social skills interventions with adolescents. Education and Treatment of Children, 21(4), 489-513.
Holmes, J., & Fillary, R. (2000). Handling small talk at work: Challenges for workers with intellectual disabilities. International Journal of Disability, Development and Education, 47(3), 273-291.
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Boston: Allyn and Bacon.
National Collaborative on Workforce and Disability. (2010). Helping youth develop soft skills for job success: Tips for parents and families. Retrieved 7/14/2011 from http://www.ncwd-youth.info/information-brief-28
Christine D. Bremer is Research Associate with the Institute on Community Integration, University of Minnesota; she may be reached at email@example.com or 612/625-7595. Sharon Mulť is Coordinator at the Institute; she may be reached at firstname.lastname@example.org or 612/626-0335. John G. Smith is Project Coordinator at the Instituteís Research and Training Center on Community Living; he may be reached at 612/624-0219 or email@example.com.
Previous Article / Next Article
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/241). Citation: Palmer, S., Heyne, L., Montie, J., Abery, B., & Gaylord, V. (Eds.). (Spring/Summer 2011). Impact: Feature Issue on Supporting the Social Well-Being of Children and Youth with Disabilities, 24(1). [Minneapolis: University of Minnesota, Institute on Community Integration].
Hard copies of Impact are available from the Publications Office of the Institute on Community Integration. The first copy of this issue is free; additional copies are $4 each. You can request copies by phone at 612/624-4512 or e-mail at firstname.lastname@example.org, or you can fax or mail us an order form. See our listing of other issues of Impact for more information.
The PDF version of this Impact, with photos and graphics, is also online at http://ici.umn.edu/products/impact/241/241.pdf.
The University of Minnesota is an equal opportunity educator and employer.