At the IEP level, advocate for measurable social goals—not just academic inclusion.
Example: "Amelia will initiate or respond to peer interactions during classroom routines or specials at least twice per activity, 3x/week
Use strategies that align with third grade routines and won’t single her out:
Partner/Group Assignments: Ensure Amelia is assigned to partners with positive peer models for collaborative tasks.
"Buddy System": Rotate peer buddies for morning routines, transitions, or specials.
Conversation Starters or Visual Supports: Create simple laminated cue cards Amelia can use (e.g., “What did you draw?” or “What game do you like?”).
Circle Time Check-ins: Give her a role like passing out materials or calling on classmates, increasing social contact.
Create a small social group (2–3 peers) where Amelia can practice greeting, turn-taking, and commenting in structured activities (board games, cooperative tasks).
Use video modeling or role-play to prep for specific situations (e.g., joining a group during art or lunch).
Propose structured peer interaction times: lunch bunch, book clubs, “jobs” she can do with a classmate.
Include general education teacher and staff in light-touch training: how to support peer pairing, reinforce inclusion naturally, and notice missed moments.
Gently challenge the "she’ll socialize when ready" mindset by explaining:
Some students need coaching or scaffolding to build those skills.
Social withdrawal is not just a personality trait—it may be a skill deficit or an issue of opportunity.
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