• Inclusion context is not an ideal fit
• Teaching formats not adapted to the learner
• Learner is not engaging with environmental cues; seems lost or overwhelmed

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.